LAUSD affiliated charter · Los Angeles Unified · Northridge, California

Alfred B. Nobel Charter Middle — Rating & test scores

Northridge · 6–8 · 1,784 students (2024–25)

9950 Tampa Avenue, 91324nobelms.lausd.org ↗(818) 773-4700

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Applying for 2027–28. From LAUSD’s Choices brochure ↗.

How to apply ↓

90thpercentileStrong

The dots are California’s 2,529 scored public middle schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
65

Weighted composite · 2025–26
A weighted mix of six measures.

See this school’s score factors ↓
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100
Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Well above California in English (reading and writing) and math, grades 6–8, spring 2026: 74% and 67% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,754 in English, 1,757 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”).

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

A picture of the campus, not an attendance boundary or a rating.

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

On spring 2025 tests, students in grades 6–8 scored above what the state expected in English (+6 pts) and math (+13 pts). The state bases that expectation on each student’s earlier scores.

Sources
The sentence above
CDE growth model, 2025. Students with scores in both years in grades 6–8: 1,693 in English, 1,691 in math. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Common questions

How do I get in?

Alfred B. Nobel Charter is an LAUSD affiliated charter. Check your address first: families inside its attendance boundary don’t apply, they enroll directly with the school. Evidence ↓

Is Alfred B. Nobel Charter a good middle school?

Alfred B. Nobel Charter Middle scores higher than 90 in 100 of California’s 2,529 scored public middle schools: 90th percentile, Strong, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 12 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.2% of students (4 of 1,841) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

Yes, in both subjects. In 2025, students here in grades 6–8 scored +6 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored +13 points, which it calls Accelerated.

  • Included in this measure: 1,693 students in English, 1,691 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 66% of low-income students in grades 6–8 at Alfred B. Nobel Charter Middle in Northridge scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

What do families and students say?

84% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 1,157 answered).

  • 70% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 1,720 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What should I ask on a visit?

The questions drawn from this page are under Next steps, ready to copy. Evidence ↓

Academic achievement

How did students here do on state tests?

Well above California in both subjects.

State tests (CAASPP), spring 2026

In grades 6–8, spring 2026, 74% scored Proficient or Advanced in English and 67% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,754 in English, 1,757 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 1,754 tested

Advanced
40%
Proficient
34%
Below the standard
26%
This school74%
California49%
Los Angeles Unified47%

74% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 1,757 tested

Advanced
46%
Proficient
21%
Below the standard
33%
This school67%
California37%
Los Angeles Unified35%

67% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced72%75%76%
Advanced41%38%41%
Proficient31%37%35%
Developing level19%15%14%
Minimal9%10%10%
Tested586596572
California48%51%49%
Difference+24+24+27

California is CDE’s statewide English row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced69%68%64%
Advanced47%46%46%
Proficient22%22%18%
Developing level19%18%19%
Minimal12%14%17%
Tested588600569
California37%38%36%
Difference+32+30+28

California is CDE’s statewide math row for each grade, counting every student tested there; the comparisons in the chapters combine these rows for their grades, weighted by students tested (our calculation).

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

School pattern · grades 6–8 · spring 2026 · What patterns mean

Broad baseMost students here scored Proficient or Advanced, the state’s top two levels. The English and math cards above give each figure.

Have results changed?

Results in both subjects were similar to 2025. English stayed at 74% and math went from 66% to 67%.

English · top two levels · grades 6–8

202574%1,751 tested
→
202674%1,754 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

202566%1,756 tested
→
202667%1,757 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 tested

Each year is a different group of students.

Did students here score above what the state expected?

Yes, in both subjects. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +6 points against that expected score in English, which the state calls Accelerated. In math, they scored +13 points, which it calls Accelerated.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 1,693 in English, 1,691 in math
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 6–8 · 2025 · 1,693 students in English, 1,691 in math, with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

+6 pts

English

The state calls it Accelerated, the fourth of its five growth levels.

+13 pts

Math

The state calls it Accelerated, the fourth of its five growth levels.

Ask: How do students get support, choose courses, and prepare for the move to high school?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school40%34%16%10%1,754
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school46%21%19%14%1,757
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026. The state comparison combines CDE’s rows for the same grades, weighted by students tested (our calculation). The district row combines its public schools in the same grades, weighted by students tested.

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have stayed well above California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202674%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202667%37%

The lines break across the COVID years, when state testing was waived or optional.

In grades 6–8, the share at the state’s top two levels in English went from 68% in 2017 to 74% in 2026, with 2025 and 2026 about the same. In math, it went from 59% in 2017 to 67% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201768%
2,427 tested		48%
1,377,836 tested
201874%
2,387 tested		49%
1,391,379 tested
201969%
2,380 tested		50%
1,390,416 tested
202266%
1,948 tested		47%
1,277,584 tested
202368%
1,869 tested		46%
1,267,562 tested
202475%
1,799 tested		46%
1,269,432 tested
202574%
1,751 tested		49%
1,266,619 tested
202674%
1,754 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201759%
2,434 tested		37%
1,383,609 tested
201858%
2,394 tested		37%
1,394,516 tested
201958%
2,386 tested		38%
1,394,239 tested
202252%
1,963 tested		31%
1,279,506 tested
202356%
1,884 tested		32%
1,272,024 tested
202463%
1,803 tested		33%
1,277,570 tested
202566%
1,756 tested		36%
1,272,526 tested
202667%
1,757 tested		37%
1,254,800 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 6 points above that expected score, and in math 13 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

The state sorts every school’s growth result into five growth levels, from Minimal to Exceptional.

Here, as at most schools, the state’s figure blends the two most recent years, so it moves more slowly than one year’s scores.

Our Scope Score measures growth another way. It compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on Alfred B. Nobel Charter’s results?

Alfred B. Nobel Charter’s own board decides its plan.

The state hasn’t placed Alfred B. Nobel Charter in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Where is its yearly plan?

Alfred B. Nobel Charter is an affiliated charter: Los Angeles Unified runs it, and it writes its own yearly plan (LCAP).

Its 2026–27 plan (LCAP, PDF) 

Los Angeles Unified authorized this charter; its current term ends June 30, 2031.

Authorizer from the California Department of Education’s charter term file; term from its Charter School Database, checked October 22, 2026. Source 

Life at school

How often do students miss school or get suspended?

12 in 100 students were chronically absent in 2025–26.

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Los Angeles Unified middle school, 24 in 100 were. 0.2% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 208 of 1,816 students counted for it; suspension: 4 of 1,841 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified middle school 0.8%.

Chronically absent, 2025–26

12 in 100This school
24 in 100At the average Los Angeles Unified middle school
18 in 100At the average California middle school

208 of 1,816 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.2%

of students were suspended at least once (4 of 1,841). Average California middle school 3.7%.

Ask: When a child starts missing school, who calls the family, and how soon?

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 11 in 100, 66 of 612
  • Grades 7–8: 12 in 100, 142 of 1,204

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolLAUSD middle schools, same questionsEach bar 0–100%

Students

1,720 of 1,758 students answered (98%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question70%LAUSD middle 64% · 1,720 answered
Belonging · average of 6 questions60%LAUSD middle 55% · 1,123–1,710 answered each
Caring adults · average of 8 questions63%LAUSD middle 61% · 1,679–1,717 answered each
Engagement · average of 6 questions63%LAUSD middle 58% · 1,678–1,697 answered each
High expectations · average of 2 questions73%LAUSD middle 73% · 1,691–1,698 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions20%LAUSD middle 19% · 1,124–1,709 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 45 student questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed70%64%1,720
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed68%63%1,694
I am happy to be at this schoolShare who agreed or strongly agreed74%64%1,708
I feel like I am part of this schoolShare who agreed or strongly agreed66%58%1,697
I feel accepted for who I am at this schoolShare who agreed or strongly agreed64%62%1,694
Most kids at this school are kind to each otherShare who agreed or strongly agreed37%31%1,710
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed48%53%1,123
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed59%61%1,692
The teachers at this school treat students fairlyShare who agreed or strongly agreed55%52%1,693
Teachers care if I'm absent from schoolShare who agreed or strongly agreed58%55%1,691
Adults at this school treat all students with respectShare who agreed or strongly agreed61%59%1,717
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed60%57%1,688
There is at least one adult at my school who supports meShare who agreed or strongly agreed71%69%1,681
Teachers at my school know meShare who agreed or strongly agreed65%64%1,679
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed71%68%1,699
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed81%75%1,689
My teachers make learning funShare who agreed or strongly agreed48%44%1,678
Students have a voice in decision making at this schoolShare who agreed or strongly agreed53%48%1,694
Teachers encourage students to make decisionsShare who agreed or strongly agreed63%61%1,694
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed85%75%1,681
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed48%44%1,697
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed76%75%1,698
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed71%70%1,691
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it22%25%1,709
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it31%30%1,699
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it15%17%1,705
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it11%10%1,701
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it19%16%1,124
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed63%61%1,691
Students know how they are expected to actShare who agreed or strongly agreed49%45%1,709
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed80%76%1,706
What is the highest level of education that you plan to complete?The survey file we hold gives no share for this question, so none is shown——1,112
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”81%72%1,698
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”80%71%1,694
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”76%68%1,696
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed75%62%1,707
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”60%50%1,671
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”53%42%1,665
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”66%54%1,661
I came to class preparedShare who answered “Often” or “Almost all the time”90%76%1,697
I remembered and followed directionsShare who answered “Often” or “Almost all the time”87%79%1,693
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”69%59%1,697
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”76%67%1,706
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”76%67%1,708
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”82%75%1,711

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Families

1,226 of 1,639 family surveys came back (75%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question84%LAUSD middle 82% · 1,157 answered
Belonging · average of 4 questions88%LAUSD middle 89% · 1,151–1,225 answered each
Caring adults · average of 2 questions86%LAUSD middle 87% · 1,195–1,196 answered each
Engagement · average of 3 questions85%LAUSD middle 84% · 1,193–1,221 answered each
High expectations · average of 2 questions81%LAUSD middle 84% · 1,037–1,091 answered each
Bullying reports taken seriously · 1 question70%LAUSD middle 74% · 1,180 answered
All 38 family questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed84%82%1,157
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed89%89%1,198
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed89%90%1,199
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed87%88%1,151
I feel welcome to participate at this schoolShare who agreed or strongly agreed88%88%1,225
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed84%86%1,195
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed88%88%1,196
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed92%89%1,221
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed80%82%1,218
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed85%81%1,193
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed78%82%1,091
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed85%86%1,037
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed70%74%1,180
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed82%84%1,195
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed84%84%1,196
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed85%85%1,195
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed80%83%1,183
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed86%85%1,182
This school encourages my child to explore different career choicesShare who agreed or strongly agreed72%77%1,224
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed56%69%967
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed66%75%965
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed81%82%1,222
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed85%84%1,221
This school provides high quality instruction to my childShare who agreed or strongly agreed90%87%1,223
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed89%86%1,224
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed84%86%1,181
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed92%89%1,198
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed92%87%1,183
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed92%90%1,220
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed70%82%775
This school provides information on grade level requirements for my childShare who agreed or strongly agreed89%86%1,153
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed88%84%1,151
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed84%83%1,195
This school offers extra academic support for my childShare who agreed or strongly agreed81%84%1,223
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed71%77%956
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed76%82%788
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed91%91%1,184
Discipline is fair at this schoolShare who agreed or strongly agreed70%72%1,180

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Staff

141 of 150 staff answered (94%), 85 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question98%LAUSD middle 94% · 141 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions92%LAUSD middle 84% · 138–139 answered each
High expectations · average of 2 questions98%LAUSD middle 92% · 133–136 answered each
Bullying called a mild or insignificant problem · 1 question76%LAUSD middle 71% · 138 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers98%94%141
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed87%78%139
Adults at this school treat all students with respectShare who agreed or strongly agreed96%90%138
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed97%91%136
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed98%92%133
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem76%71%138
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed91%77%140
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed93%81%139
I get the help I need to communicate with parentsShare who agreed or strongly agreed86%77%139
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed91%93%140
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers98%86%141
At this school, parents treat me with respect.Share who agreed or strongly agreed80%81%140
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed86%78%141
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed81%72%139
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”88%86%134
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”74%75%133
Students treat adults at this school with respectShare who agreed or strongly agreed76%70%140
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed89%74%140
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed83%67%140
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem81%81%139
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed90%79%82
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed94%80%82
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed92%86%82
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed65%68%52
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)The survey file we hold gives no share for this question, so none is shown——54
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed48%54%52
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed63%64%51
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed62%70%52
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed76%78%51
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”6%17%83
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”16%35%83
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”22%42%80
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”16%33%83
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”24%45%81
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed82%77%83
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed80%76%83
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed93%92%82
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed88%90%83
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed68%65%84
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed68%63%84
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed63%60%84
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed64%64%84
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed71%69%84
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed73%73%84
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed66%66%84
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed96%85%83

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Alfred B. Nobel Charter works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Alfred B. Nobel Charter as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: Does the school share its survey results with families, and what has it changed because of them?

About the survey and these figuresWho answers, what we show, and how a theme figure is made

Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.

LAUSD publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply.

Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.

Every learner

How do kids like mine do here?

Five student groups here scored well above the same groups across California in math.

Student groups, grades 6–8, spring 2026

Low-income, Hispanic or Latino and Black or African American students, students with disabilities and English learners all score below California’s rate for all students statewide. 58% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. The chart gives each group’s figures. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Alfred B. Nobel CharterSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Asian235 tested83%Same group, California 71%
  • Filipino118 tested81%Same group, California 60%
  • White386 tested73%Same group, California 50%
  • Two or more races112 tested70%Same group, California 50%
  • Hispanic or Latino812 testedAhead of the same group across California, where that group scores below California’s rate for all students: 59%Same group, California 25%
  • Low-income1,005 testedAhead of the same group across California, where that group scores below California’s rate for all students: 58%Same group, California 26%
  • Black or African American91 testedAhead of the same group across California, where that group scores below California’s rate for all students: 49%Same group, California 20%
  • English learners43 testedAhead of the same group across California, where that group scores below California’s rate for all students: 28%Same group, California 7%
  • Students with disabilities155 testedAhead of the same group across California, where that group scores below California’s rate for all students: 27%Same group, California 10%

Proficient or Advanced, grades 6–8 math, spring 2026. In English the same groups run from 11% to 86%; every value is in the table below. English learners: grades 6 and 7 only.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 46%2. White: 22%3. Asian: 13%4. Filipino: 7%5. Black or African American: 6%6. Two or more races: 4%7. Not reported: 2%Unallocated share: <1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino46%
  2. White22%
  3. Asian13%
  4. Filipino7%
  5. Black or African American6%
  6. Two or more races4%
  7. Not reported2%
  8. American Indian or Alaska Native—
  9. Pacific Islander—
  10. Unallocated share<1%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

Are English learners moving up on the state’s English test?

84% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

Spring 2025 to spring 2026 · English learners with state English test (ELPAC) scores in both years

This school · 36 of 43 English learners84%
Los Angeles Unified · 24,781 of 47,33052%
California · 355,274 of 748,91647%

It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

57%of students qualified for free or reduced-price meals in 2024–25, 1,018 of 1,784. California: 63%.

79teachers, 2024–25

17 yearsaverage experience, 2024–25

5%in their first year, 2024–25

97%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep low-income students and other student groups on track as they move up through the grades?

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 1,005 tested
English66%+2343%+2739%
Math58%+2731%+3226%
Hispanic or Latino · 813 tested in English, 812 in math
English68%+2642%+2939%
Math59%+2831%+3425%
White · 385 tested in English, 386 in math
English77%+869%+1562%
Math73%+1261%+2350%
Asian · 233 tested in English, 235 in math
English86%+680%+1175%
Math83%+677%+1271%
Filipino · 118 tested
English86%+977%+1274%
Math81%+1566%+2160%
Two or more races · 111 tested in English, 112 in math
English79%+1564%+1762%
Math70%+1654%+2050%
Black or African American · 92 tested in English, 91 in math
English59%+2237%+2633%
Math49%+2425%+2920%
English learners · 37 tested in English, 43 in math · grades 6 and 7 only
English11%+56%+38%
Math28%+208%+217%
Students with disabilities · 155 tested
English30%+1515%+1614%
Math27%+1611%+1710%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

No published rate here for American Indian or Alaska Native, Pacific Islander, homeless and military-family students and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino46%
White22%
Asian13%
Filipino7%
Black or African American6%
Two or more races4%
Not reported2%
American Indian or Alaska Native—
Pacific Islander—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 97% of teaching positions, 78.5 properly credentialed teaching-position FTE out of 81.3 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Alfred B. Nobel Charter, and how do I get in?

In the district’s boundaries, Alfred B. Nobel Charter Middle draws from 5 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Alfred B. Nobel Charter Middle
High · next
Granada Hills Charter 88th · Strong · 2025

Admission preference for part of this zone · every family applies · Charter school. Check how it admits students.

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

  • Beckford Charter for Enriched Studies

    Assigned · Charter school. Check how it admits students.

    97th percentile · Strong · elementary · 2026

  • Topeka Charter School for Advanced Studies

    Assigned for part of the zone · Charter school. Check how it admits students.

    91st percentile · Strong · elementary · 2026

    96% of the zone’s children

  • Calahan Street Elementary

    Assigned for part of the zone

    28th percentile · Developing · elementary · 2026

    62% of the zone’s children

  • Darby Avenue Elementary

    Assigned for part of the zone

    71st percentile · Solid · elementary · 2026

    34% of the zone’s children

  • Superior Street Elementary

    Assigned for part of the zone · Charter school. Check how it admits students.

    85th percentile · Strong · elementary · 2026

    27% of the zone’s children

High-school links

  • Granada Hills Charter

    Admission preference for part of this zone · every family applies · Charter school. Check how it admits students.

    88th percentile · Strong · high · 2025

  • Chatsworth Charter High

    Assigned for part of the zone · Charter school. Check how it admits students.

    55th percentile · Solid · high · 2025

  • Grover Cleveland Charter High

    Assigned for part of the zone · Charter school. Check how it admits students.

    67th percentile · Solid · high · 2025

Links do not guarantee placement. Charter, magnet, transfer and other admission routes can differ. Each school’s percentile compares it with California schools at its own level (continuation and alternative schools only with their own kind); the stages are not one ranking.

Where the path ends: Granada Hills Charter
Granada Hills Charter88th · Strong · 2025 · Scope Score 74district-published assignment for part of the zone

The road from this school ends at Granada Hills Charter. UC records 145 enrollees from Granada Hills Charter for fall 2025. The AP Course Audit lists 35 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Granada Hills Charter around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 78% of the students who finished high school at Granada Hills Charter enrolled in college within 12 months, UC or not.

145 UC enrollees (fall 2025) · 35 authorized AP courses (AP Course Audit 2025–26) → full record on Granada Hills Charter's page
Source: UC & College Board AP Course Ledger

Families inside Alfred B. Nobel Charter’s boundary enroll directly; others apply through LAUSD Choices.

Applying to Alfred B. Nobel Charter for 2027–28

  1. Alfred B. Nobel Charter is an LAUSD affiliated charter. Check your address first: families inside its attendance boundary don’t apply, they enroll directly with the school.

    LAUSD Resident School Identifier ↗

  2. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.

    apply.lausd.net ↗

  3. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

Before you apply

Confirm this school’s current process directly.

Eligibility and entry grades
Which grades are accepting applications, and who is eligible?
Application and lottery
What are the deadlines, enrollment priorities, and lottery or waitlist steps?
The daily logistics
What transportation and before- or after-school options are available?
School website: nobelms.lausd.org ↗Office: (818) 773-4700Administrator: Nidhi Batra

Location and visiting

Get directions  (opens Google Maps in a new tab)
9950 Tampa Avenue, Northridge 91324

Directory location · Explore nearby schools on the map. Confirm enrollment with the school.

Questions for your visit

  1. How do students get support, choose courses, and prepare for the move to high school?
  2. When a child starts missing school, who calls the family, and how soon?
  3. Does the school share its survey results with families, and what has it changed because of them?
  4. When a bullying report comes in, who handles it, and how is the family told? 20% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  5. What is the school doing about this survey result? 56% of families agreed that “School staff help me understand the requirements for CSU/UC admission” (967 answered); LAUSD middle: 69%
  6. Which math courses can students take, and how are placements decided?

Office (818) 773-47009950 Tampa Avenue, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

The closest middle schools, by straight-line distance from this campus. Distance isn’t an attendance boundary.

Nearby middle schoolsPercentile among California middle schools, 2026

Each percentile compares a school with California schools at its own level.

Explore nearby schools on the map

Source records

Every figure on this page, with its source, grades, year and count.

Score factorssource values, index and weights · 2025–26 · ranked #235 of 2,529 California middle schools we score · #10 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math43%7842%
Proficient or Advancedaverage of English and math70%7523%
8th graders in 2026 against 6th graders in 2024 (partly different children)+39 scale-score pts3920%
Chronically absent12 in 100595%
Suspension rate0.2% (4 of 1,841)645%
English learners: top level53%925%

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

Scope Score by year2018–19 to 2025–26 · each year’s inputs, and the score for each year we could verify

Scope Score

School yearScope ScorePercentileRankComparison group
2025–266590#235California middle schools · 2,529 schools · current formula

2018–19, 2021–22, 2022–23, 2023–24 and 2024–25 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.

School yearChronic absenceSuspensionGrade gap (points)
2018–199 in 1000 of 2,474+1
2021–22not on filenot on file−2
2022–23not on filenot on file−11
2023–249 in 1000.9% (17 of 1,881)−5
2024–2512 in 1001.1% (20 of 1,826)−3
2025–2612 in 1000.2% (4 of 1,841)−1

Chronic absence and suspension are CDE’s all-students school rates for each year.

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1,75440%74%
2026 · Math1,75746%67%
2025 · English1,75139%74%
2025 · Math1,75644%66%
2024 · English1,79941%75%
2024 · Math1,80341%63%
2023 · English1,86932%68%
2023 · Math1,88434%56%
2022 · English1,94830%66%
2022 · Math1,96328%52%
2019 · English2,38029%69%
2019 · Math2,38635%58%
2018 · English2,38729%74%
2018 · Math2,39434%58%
2017 · English2,42726%68%
2017 · Math2,43434%59%

Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English58972%
2025 · Grade 7 · English58575%
2025 · Grade 8 · English57774%
2025 · Grade 6 · Math58869%
2025 · Grade 7 · Math58869%
2025 · Grade 8 · Math58061%
2024 · Grade 6 · English58776%
2024 · Grade 7 · English58271%
2024 · Grade 8 · English63077%
2024 · Grade 6 · Math59270%
2024 · Grade 7 · Math57961%
2024 · Grade 8 · Math63259%
2023 · Grade 6 · English58770%
2023 · Grade 7 · English61971%
2023 · Grade 8 · English66362%
2023 · Grade 6 · Math58962%
2023 · Grade 7 · Math62261%
2023 · Grade 8 · Math67347%
2022 · Grade 6 · English63367%
2022 · Grade 7 · English66567%
2022 · Grade 8 · English65066%
2022 · Grade 6 · Math63855%
2022 · Grade 7 · Math67351%
2022 · Grade 8 · Math65251%
2019 · Grade 6 · English79866%
2019 · Grade 7 · English78272%
2019 · Grade 8 · English80068%
2019 · Grade 6 · Math80059%
2019 · Grade 7 · Math78557%
2019 · Grade 8 · Math80158%
2018 · Grade 6 · English79575%
2018 · Grade 7 · English80872%
2018 · Grade 8 · English78474%
2018 · Grade 6 · Math79958%
2018 · Grade 7 · Math81056%
2018 · Grade 8 · Math78560%
2017 · Grade 6 · English82564%
2017 · Grade 7 · English77373%
2017 · Grade 8 · English82967%
2017 · Grade 6 · Math82857%
2017 · Grade 7 · Math77461%
2017 · Grade 8 · Math83259%

Current 2025–26 grade results are under Academic achievement, in Results for each grade. “Students with scores” counts the students tested in that grade, subject and year. A missing result is not zero, and each year’s row is a different group of children.

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide57228%32%35%5%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income1,00566%+23+27
Hispanic or Latino81368%+26+29
White38577%+8+15
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+61,693Accelerated+131,691Accelerated
English-only students+51,233not categorized+121,231not categorized
Low-income+4961Average+11960Accelerated
Hispanic or Latino+5805Accelerated+6803Accelerated
White+7379Accelerated+13379Accelerated
Asian+13231Accelerated+26231Exceptional
English learners+7153Accelerated+27153Exceptional
Students with disabilities−5143Average+10143Accelerated
Recently reclassified as fluent in English+9128not categorized+21128not categorized
Filipino+8108Accelerated+24108Exceptional
Black or African American−181Average+1081Accelerated
Two or more races+1667Accelerated+2267Exceptional
English learners only+325not categorized+6025not categorized
Long-term English learners (grades 6–8 only)−315Average+615Accelerated

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. Long-term English learner counts cover grades 6–8 only (CDE’s rule), so that row is not comparable to the All students row. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
43%
exceeded standard · 76% met or exceeded
CDE CAASPP 2024 · 587 English test records with scores
English · 2026 · Grade 8
41%
Advanced · 76% Proficient or Advanced
CDE CAASPP 2026 · 572 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 571 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+6 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

1,693 students

CDE growth category: Accelerated

California growth model, English: +6 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math+13 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

1,691 students

CDE growth category: Accelerated

California growth model, math: +13 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −3-point median for California middle school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 12 in 100 → 2025–26 · 12 in 100 · 0 in 100
Suspension rate2024–25 · 1.1% (20 of 1,826) → 2025–26 · 0.2% (4 of 1,841) · −0.9 percentage points
Group2018–192025–26Change
Female8 in 10011 in 100+3 in 100
Male10 in 10012 in 100+2 in 100
Asian2 in 1004 in 100+2 in 100
Black or African American13 in 10014 in 100+1 in 100
Filipino4 in 1005 in 100+1 in 100
Hispanic or Latino11 in 10014 in 100+3 in 100
Two or more races10 in 10015 in 100+5 in 100
White9 in 10012 in 100+3 in 100
Students with disabilities18 in 10017 in 100−1 in 100
English learners13 in 10026 in 100+13 in 100
Homeless0 in 100——
Low-income11 in 10016 in 100+5 in 100
All students9 in 10012 in 100+3 in 100

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure

Per-pupil spending

District · current expense$18,180 per pupil

NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils

California · selected district mean$14,491 per pupil

NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records

School-level federal expenditures$1,240 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,784

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,784

District current expense · FY 2024–25$29,292 per ADA

CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$18,180 per pupil
2020$16,355 per pupil
2019$15,793 per pupil
2018$13,247 per pupil
2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 91324 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91324 area
MeasureEstimate
Median household income$99,610
Bachelor's degree or higher (adults 25+)38%
ZIP-area population30,699
Median age37.7 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 91324 →

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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