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GreatSchools Rating

Woodland Hills Academy

Public | 6-8 | 1280 students

Last modified
Community Rating

4 stars

Community Rating by Year
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 10 ratings
2010:
Based on 11 ratings

Teacher quality

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Parent involvement

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66 reviews of this school


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Posted August 12, 2012

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.


Posted January 11, 2012

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


Posted October 1, 2011

This is our first year at WHA and we love the teachers and Principal Ed. Go WHA!
—Submitted by a parent


Posted August 27, 2011

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


Posted August 16, 2011

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


Posted July 25, 2011

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


Posted June 22, 2011

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.


Posted June 17, 2011

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


Posted June 16, 2011

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


Posted June 16, 2011

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


Posted April 17, 2011

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)


Posted January 31, 2011

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


Posted December 25, 2010

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


Posted November 6, 2010

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


Posted November 3, 2010

The teachers are amazing!
—Submitted by a parent


Posted November 3, 2010

A great school, teachers are wonderful!!
—Submitted by a parent


Posted October 12, 2010

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


Posted September 20, 2010

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


Posted September 8, 2010

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


Posted September 8, 2010

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.

About these ratings

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

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

The API reflects year-over-year schools performance based on STAR test score results from spring 2012.

This school's
API score

784

Change from
2011 to 2012

+8

API Statewide Rank
(2011)

5 / 10

API Similar Schools Rank (2011)

2 / 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 its schoolwide API target for 2012.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2012

This school's
API score

784

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2011 to 2012

+8

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

5 / 10

API Statewide Rank (2011)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2011 rank is based on results from tests students took in Spring 2011.
API Similar Schools Rank (2011)

2 / 10

API Similar Schools Rank (2011)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

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

420 students were tested at this school in 2012.

2012

 
 
51%

2011

 
 
48%

2010

 
 
56%

2009

 
 
53%
Math

The state average for Math was 55% in 2012.

420 students were tested at this school in 2012.

2012

 
 
49%

2011

 
 
43%

2010

 
 
53%

2009

 
 
49%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 86% in 2012.

22 students were tested at this school in 2012.

2012

 
 
96%

2011

 
 
82%

2010

 
 
87%

2009

 
 
75%
English Language Arts

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

417 students were tested at this school in 2012.

2012

 
 
55%

2011

 
 
61%

2010

 
 
57%

2009

 
 
58%
Math

The state average for Math was 52% in 2012.

395 students were tested at this school in 2012.

2012

 
 
39%

2011

 
 
42%

2010

 
 
46%

2009

 
 
33%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

Algebra I

The state average for Algebra I was 49% in 2012.

142 students were tested at this school in 2012.

2012

 
 
59%

2011

 
 
49%

2010

 
 
53%

2009

 
 
57%
English Language Arts

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

457 students were tested at this school in 2012.

2012

 
 
60%

2011

 
 
56%

2010

 
 
58%

2009

 
 
52%
General Mathematics (Grades 6 & 7 Standards)

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

288 students were tested at this school in 2012.

2012

 
 
46%

2011

 
 
39%

2010

 
 
38%

2009

 
 
38%
Geometry

The state average for Geometry was 87% in 2012.

24 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
92%

2010

 
 
n/a

2009

 
 
n/a
History - Social Science Grade 8 Cumulative

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

457 students were tested at this school in 2012.

2012

 
 
58%

2011

 
 
56%

2010

 
 
52%

2009

 
 
45%
Science

The state average for Science was 66% in 2012.

457 students were tested at this school in 2012.

2012

 
 
74%

2011

 
 
70%

2010

 
 
63%

2009

 
 
52%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

See California's state standards

Source: California Department of Education

English Language Arts

All Students51%
Females58%
Males44%
African American40%
Asian73%
Filipino53%
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)74%
Economically disadvantaged42%
Non-economically disadvantaged62%
Students with disability16%
Students with no reported disability55%
English learner6%
Fluent-English proficient and English only57%
Migrant educationn/a
Gifted and talented91%
Parent education - not a high school graduate36%
Parent education - high school graduate34%
Parent education - some college (includes AA degree)65%
Parent education - college graduate58%
Parent education - graduate school/post graduate68%
Parent education - declined to state43%

Math

All Students49%
Females53%
Males46%
African American36%
Asian68%
Filipino35%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)67%
Economically disadvantaged42%
Non-economically disadvantaged59%
Students with disability11%
Students with no reported disability54%
English learner13%
Fluent-English proficient and English only54%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate37%
Parent education - high school graduate38%
Parent education - some college (includes AA degree)48%
Parent education - college graduate63%
Parent education - graduate school/post graduate68%
Parent education - declined to state45%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students96%
Femalesn/a
Males100%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)n/a
Economically disadvantagedn/a
Non-economically disadvantaged100%
Students with no reported disability95%
English learnern/a
Fluent-English proficient and English only95%
Migrant educationn/a
Gifted and talented100%
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 Students55%
Females61%
Males49%
African American45%
Asian88%
Filipino82%
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged44%
Non-economically disadvantaged70%
Students with disability15%
Students with no reported disability62%
English learner8%
Fluent-English proficient and English only60%
Migrant educationn/a
Gifted and talented97%
Parent education - not a high school graduate30%
Parent education - high school graduate54%
Parent education - some college (includes AA degree)53%
Parent education - college graduate62%
Parent education - graduate school/post graduate75%
Parent education - declined to state63%

Math

All Students39%
Females39%
Males39%
African American21%
Asian83%
Filipino63%
Hispanic or Latino28%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)61%
Economically disadvantaged28%
Non-economically disadvantaged54%
Students with disability13%
Students with no reported disability43%
English learner8%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate20%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)34%
Parent education - college graduate58%
Parent education - graduate school/post graduate52%
Parent education - declined to state41%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Algebra I

All Students59%
Females61%
Males58%
African Americann/a
Asiann/a
Filipino82%
Hispanic or Latino50%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)59%
Economically disadvantaged52%
Non-economically disadvantaged65%
Students with disabilityn/a
Students with no reported disability59%
English learnern/a
Fluent-English proficient and English only59%
Migrant educationn/a
Gifted and talented64%
Parent education - not a high school graduaten/a
Parent education - high school graduate47%
Parent education - some college (includes AA degree)61%
Parent education - college graduate63%
Parent education - graduate school/post graduate64%
Parent education - declined to state62%

English Language Arts

All Students60%
Females64%
Males56%
African American59%
Asian71%
Filipino80%
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)75%
Economically disadvantaged47%
Non-economically disadvantaged74%
Students with disability18%
Students with no reported disability65%
English learner14%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate34%
Parent education - high school graduate50%
Parent education - some college (includes AA degree)68%
Parent education - college graduate76%
Parent education - graduate school/post graduate76%
Parent education - declined to state59%

General Mathematics (Grades 6 & 7 Standards)

All Students46%
Females45%
Males48%
African American61%
Asiann/a
Filipino50%
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Other Pacific Islandern/a
White (not Hispanic)54%
Economically disadvantaged39%
Non-economically disadvantaged57%
Students with disability22%
Students with no reported disability51%
English learner20%
Fluent-English proficient and English only51%
Migrant educationn/a
Gifted and talented88%
Parent education - not a high school graduate35%
Parent education - high school graduate44%
Parent education - some college (includes AA degree)51%
Parent education - college graduate49%
Parent education - graduate school/post graduate69%
Parent education - declined to state49%

Geometry

All Students92%
Femalesn/a
Males86%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latinon/a
White (not Hispanic)92%
Economically disadvantagedn/a
Non-economically disadvantaged94%
Students with no reported disability92%
Fluent-English proficient and English only92%
Gifted and talented92%
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 Students58%
Females55%
Males61%
African American51%
Asian76%
Filipino64%
Hispanic or Latino45%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)77%
Economically disadvantaged45%
Non-economically disadvantaged72%
Students with disability25%
Students with no reported disability62%
English learner12%
Fluent-English proficient and English only63%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate28%
Parent education - high school graduate48%
Parent education - some college (includes AA degree)63%
Parent education - college graduate76%
Parent education - graduate school/post graduate82%
Parent education - declined to state57%

Science

All Students74%
Females72%
Males74%
African American77%
Asian82%
Filipino84%
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)86%
Economically disadvantaged64%
Non-economically disadvantaged83%
Students with disability33%
Students with no reported disability78%
English learner31%
Fluent-English proficient and English only78%
Migrant educationn/a
Gifted and talented98%
Parent education - not a high school graduate51%
Parent education - high school graduate66%
Parent education - some college (includes AA degree)78%
Parent education - college graduate84%
Parent education - graduate school/post graduate88%
Parent education - declined to state75%
Scale: % proficient or advanced

About the tests


In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

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

See California's state standards

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
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%
Source: CA Dept. of Education, 2008-2009

Student subgroups

  This school District averageState average
English language learners 111%N/A24%
Students eligible for free or reduced-price lunch program 249%N/A52%
Source: 1 CA Dept. of Education, 2008-2009
Source: 2 NCES, 2008-2009

Home languages of english learners

Language This school State average
Spanish 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%
Source: CA Dept. of Education, 2007-2008

Teacher experience

  This school District averageState average
Average years teaching in district 12N/A11
Average years teaching 12N/A13
Source: CA Dept. of Education, 2008-2009

Teacher credentials

  This school District averageState average
Full credential 96%N/A96%
Emergency credential or waiver 0%N/A2%
Source: CA Dept. of Education, 2008-2009

Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Hearing impairments
  • Specific learning disabilities
  • Speech and language impairments

Arts & music

Visual arts
  • Photography
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • Korean
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Accelerated credit learning
  • Honors track
School leaders can update this information here.

School basics

School start time
  • 7:55 a.m.
School end time
  • 3:04 p.m.
Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • Edwin Hayek
Fax number
  • (818) 716-0649

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Accelerated credit learning
  • Honors track
Specialized programs for specific types of special education students
  • Autism
  • Hearing impairments
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Korean
  • Spanish
School leaders can update this information here.

Arts & music

Visual arts
  • Photography
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
Parent involvement
  • Parent involvement is encouraged as we believe it takes a village to raise a child. we stand together for 3 years and then stand with you as your child waves goodbye to the middle school years knowing they have the academic skills to be successful at high school and then in college.
More from this school
  • Our school promotes academic excellence through schoolwide activities including: *Science fairs *Medieval renaissance fair *Invention conventions *Ancient world fair *Shakespearian demonstrations Business partnerships
School leaders can update this information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?

Students typically come from these schools
Woodland Hills El.
Serrania El
Wilbur El.

Planning ahead

Students typically attend these schools after graduating
Taft High
El Camino High
Notice an inaccuracy? Let us know!

20800 Burbank Blvd.
Woodland Hills, CA 91367
Website: Click here
Phone: (818) 226-2900

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