Public school · Los Angeles Unified · Los Angeles, California

Ambassador-Global Leadership — Rating & test scores

Los Angeles · 6–12 · 472 students (2024–25)

701 South Catalina Street, 90005asgl.lausd.org ↗(213) 480-4540

13thpercentileNeeds Support

The dots are California’s 1,498 scored public high schools, placed by Scope Score on spring 2025 tests. Why not spring 2026? High school scores include graduation and college-readiness records, which the state publishes a year after the tests. How it’s built →

Scope Score

Weighted composite · 2024–25
A weighted mix of seven measures.

See this school’s score factors ↓

Ambassador-Global Leadershiphigher than 13 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Ambassador-Global Leadershiphigher than 13 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

Ambassador-Global Leadershiphigher than 13 of the 100 California dots

California’s public high schools · 1 dot = 1 in 100

Needs Support25 in 100Developing25 in 100Solid25 in 100Strong25 in 100

In 2024–25, 84% of the class graduated in four years (64 of 76); across California, 89%.

Source

Source: CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students: students who started 9th grade together: 76
Comparison: California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

For grades 6–8, the standing among California middle schools is in Academic achievement ↓

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Shared campus · © OpenStreetMap

Ambassador-Global Leadership, Los Angeles High School of the Arts and School for the Visual Arts and Humanities share this address in the state’s school directory. The California School Campus Database maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

The California School Campus Database records New Open World Academy K-12, UCLA Community K-12, Ambassador School-Global Education and Everest Value on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

Drawn from OpenStreetMap, with building heights from LA County, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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.

118 of 465 students missed 10% or more of school days in 2025–26, close to the average Los Angeles Unified high school.

Sources

The sentence above: CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 465. District and California figures are averages of school rates (190 Los Angeles Unified schools; 1,492 scored California high schools), our calculation.

Common questions

How do I get in?

If Ambassador-Global Leadership is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first. Evidence ↓

Is Ambassador-Global Leadership a good school?

Ambassador-Global Leadership scores higher than 13 in 100 of California’s 1,498 scored public high schools: 13th percentile, Needs Support, spring 2025.

Grades 6–8: higher than 67 in 100 California middle schools we score (67th percentile, Solid, spring 2026)

Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 25 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 0 of 477 students were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

How does math compare with English?

In grade 11, spring 2026, math trails English by 15 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 25% of low-income students in grades 6, 7, 8 and 11 at Ambassador-Global Leadership in Los Angeles scored Proficient or Advanced in English, against 41% 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%, 49 answered).

56% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 161 answered)
Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What could my child study here?

9 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection. Evidence ↓

Where do students go after finishing high school here?

52% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. 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 below California in both subjects.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 22% scored Proficient or Advanced in English and 7% in math, against 57% and 32% across California.

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

Source

Source: California’s state tests (CAASPP), California Department of Education, spring 2026
Students: all students tested in grade 11: 45 in English, 46 in math
Comparison: California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.

AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 45 tested

Advanced: 9%
Proficient: 13%
Below the standard: 78%

This school22%

California57%

Los Angeles Unified59%

22% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 46 tested

Advanced: 4%
Proficient: 3%
Below the standard: 93%

This school7%

California32%

Los Angeles Unified31%

7% Proficient or Advanced in grade 11.

Results for each grade, spring 2026English and math · grades 6–8 and 11 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	23%	29%	30%
Advanced	4%	3%	6%
Proficient	19%	26%	24%
Developing level	21%	21%	27%
Minimal	56%	50%	43%
Tested	52	62	47
California	48%	51%	49%
Difference	−25	−22	−19

English, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	22%
Advanced	9%
Proficient	13%
Developing level	29%
Minimal	49%
Tested	45
California	57%
Difference	−35

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
Measure	Grade 6	Grade 7	Grade 8
Proficient or Advanced	23%	40%	53%
Advanced	8%	29%	34%
Proficient	15%	11%	19%
Developing level	35%	23%	21%
Minimal	42%	37%	26%
Tested	52	62	47
California	37%	38%	36%
Difference	−14	+2	+17

Math, grade 11: share of students tested, spring 2026
Measure	Grade 11
Proficient or Advanced	7%
Advanced	4%
Proficient	3%
Developing level	8%
Minimal	85%
Tested	46
California	32%
Difference	−25

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 →

How do the middle grades do?

Well below California in English; near it in math. In grades 6–8, spring 2026, 27% scored Proficient or Advanced in English and 39% in math, against 49% and 37% across California. The middle grades are placed separately: 67th percentile (Solid) among California’s middle schools.

English

Grades 6–8 · spring 2026 · 161 tested

Advanced: 4%
Proficient: 23%
Below the standard: 73%

This school27%

California49%

Los Angeles Unified47%

27% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 161 tested

Advanced: 24%
Proficient: 15%
Below the standard: 61%

This school39%

California37%

Los Angeles Unified35%

39% Proficient or Advanced in grades 6–8.

How does math compare with English?

In grade 11, spring 2026, math trails English by 15 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

Results in both subjects were lower than in 2025. English went from 30% to 22% and math from 18% to 7%.

English · top two levels · grade 11

202530%57 tested

→

202622%45 tested

This school

California, same grades57% → 57%2025 → 2026 · 432,651 → 414,559 tested

Math · top two levels · grade 11

202518%57 tested

→

20267%46 tested

This school

California, same grades30% → 32%2025 → 2026 · 431,903 → 413,523 tested

Each year is a different group of students.

Ask: How does the school check what’s working in math?

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
Students	Advanced	Proficient	Developing level	Minimal	Tested
English, grade 11 · This school	9%	13%	29%	49%	45
English, grade 11 · California	27%	30%	21%	22%	414,559
English, grade 11 · Los Angeles Unified	26%	33%	21%	20%	34,143
Math, grade 11 · This school	4%	3%	8%	85%	46
Math, grade 11 · California	16%	16%	20%	48%	413,523
Math, grade 11 · Los Angeles Unified	14%	17%	22%	47%	34,113
English, grades 6–8 · This school	4%	23%	23%	50%	161
English, grades 6–8 · California	19%	30%	23%	28%	1,254,039
English, grades 6–8 · Los Angeles Unified	17%	30%	23%	30%	106,147
Math, grades 6–8 · This school	24%	15%	26%	35%	161
Math, grades 6–8 · California	21%	16%	23%	40%	1,254,800
Math, grades 6–8 · Los Angeles Unified	19%	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.

Grade 11 tests are one part of the picture. Graduation, readiness and college destinations answer different questions below.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown · English and math have been below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grade 11

This schoolCalifornia

0%50%100%20172022202622%57%

Math top two levels, grade 11

This schoolCalifornia

0%50%100%2017202220267%32%

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

In grade 11, the share at the state’s top two levels in English went from 39% in 2017 to 22% in 2026. In math, it went from 14% in 2017 to 7% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
Year	This school	California
2017	39% 95 tested	60% 444,040 tested
2018	48% 60 tested	56% 439,134 tested
2019	42% 60 tested	57% 439,947 tested
2022	19% 75 tested	55% 427,007 tested
2023	50% 68 tested	55% 442,128 tested
2024	27% 67 tested	56% 435,296 tested
2025	30% 57 tested	57% 432,651 tested
2026	22% 45 tested	57% 414,559 tested

Math · top two levels · grade 11
Year	This school	California
2017	14% 94 tested	32% 442,457 tested
2018	17% 60 tested	31% 437,883 tested
2019	20% 61 tested	32% 438,107 tested
2022	9% 75 tested	27% 424,390 tested
2023	12% 67 tested	27% 440,912 tested
2024	6% 67 tested	28% 434,711 tested
2025	18% 57 tested	30% 431,903 tested
2026	7% 46 tested	32% 413,523 tested

What you can do

Who can act on Ambassador-Global Leadership’s results?

Los Angeles Unified’s board decides Ambassador-Global Leadership’s plan.

The state hasn’t placed Ambassador-Global Leadership in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source

What has the state flagged?

The state is giving Los Angeles Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Los Angeles Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source

When is the plan set, and how can you take part?

Los Angeles Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
Send written comments on the actions and spending the plan proposes.
Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
Read the midyear report, due by February 28.
Read Los Angeles Unified’s 2026–27 plan (LCAP, PDF)

Life at school

How many students here graduate, and where do they go next?

84% of students graduated in four years in 2024–25.

State graduation, readiness, college-going, attendance and suspension records

That compares with 89% across California. 38% were ready for college or career (state measure) in 2024–25. 52% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

84%

Across California: 89%

2024–25 · 64 of 76 students who started 9th grade together

Ready for college or career (state measure)

38%

Across California: 52%

2024–25 · 29 of 76 students in the state’s measure

Finished the UC/CSU course list

48%

Average California high school: 56%

2024–25 · 31 of 64 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

52% enrolled in college within 12 months · 62 students who finished high school

University of California5 · 8%
California State University CSU detail ↓19 · 31%
California community college8 · 13%
In-state private0 · 0%
Out-of-state, 4-year0 · 0%
Out-of-state, 2-year0 · 0%
Not enrolled30 · 48%

Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.

What could my child study here?

What other courses and pathways are on record?

College courses in high school (dual enrollment)

9 students took one

2023–24

Students taking a college course for credit while in high school, often through a community college. Federal Civil Rights Data Collection, school-reported.

Ask: How does the school help students who don’t go to college plan what comes next?

Where these figures come fromEach measure’s source, student group and definition

Graduated in four years: 2024–25 · 64 of 76 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
Ready for college or career (state measure): 2024–25 · 29 of 76 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list: 2024–25 · 31 of 64 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went: CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

A closer look: CSU admission recordsApplied, admitted and enrolled, from each university system’s own records

CSU’s own records

California State University

Fall 2025 first-year entry · counts, not a school rating

Applied: 41
Admitted: 41
Enrolled: 10

By campus · falls 2021–2025 added together

Five years in each number, not one. CSU publishes campus counts only as five-year totals, so these aren’t comparable to the fall 2025 figures above or to UC’s one-fall campus bars.

Cal State Long BeachApplied 173 · Admitted 41 · Enrolled under 6
Cal State LAApplied 163 · Admitted 146 · Enrolled 36
Cal State NorthridgeApplied 153 · Admitted 141 · Enrolled 30
Cal State Dominguez HillsApplied 118 · Admitted 108 · Enrolled 13
Cal Poly PomonaApplied 92 · Admitted 47 · Enrolled 7
Cal State FullertonApplied 67 · Admitted 53 · Enrolled 7
San Diego StateApplied 49 · Admitted 9 · Enrolled —
CSU BakersfieldApplied 28 · Admitted 26 · Enrolled —
CSU Channel IslandsApplied 19 · Admitted 18 · Enrolled —
Cal Poly San Luis ObispoApplied 14 · Admitted 6 · Enrolled under 6
San Francisco StateApplied 13 · Admitted 13 · Enrolled under 6
Cal State San BernardinoApplied 12 · Admitted 11 · Enrolled —
Chico StateApplied 11 · Admitted 9 · Enrolled under 6
Cal State East BayApplied 11 · Admitted 11 · Enrolled —
Fresno StateApplied 9 · Admitted 9 · Enrolled under 6
San José StateApplied 9 · Admitted 7 · Enrolled —
Cal Poly HumboldtApplied 7 · Admitted under 6 · Enrolled —
Cal State Monterey BayApplied under 6 · Admitted under 6 · Enrolled —
Sacramento StateApplied under 6 · Admitted under 6 · Enrolled —
Cal State San MarcosApplied under 6 · Admitted under 6 · Enrolled —
Sonoma StateApplied under 6 · Admitted under 6 · Enrolled —

These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. CSU withholds counts under 6; a dash is unavailable. Students who reach CSU from a community college aren’t counted here. Source: CSU High School Success dashboard.

Each fall since 2021

Fall 2025Applied 41 · Admitted 41 · Enrolled 10
Fall 2024Applied 54 · Admitted 53 · Enrolled 21
Fall 2023Applied 58 · Admitted 51 · Enrolled 21
Fall 2022Applied 51 · Admitted 50 · Enrolled 28
Fall 2021Applied 36 · Admitted 33 · Enrolled 20

How often do students miss school or get suspended?

25 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 0 of 477 students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Context Close to the 28 in 100 at the average Los Angeles Unified high school: a pattern across the district.

Source

Source: CDE chronic absenteeism and suspension files, 2025–26
Students: chronic absence: 118 of 465 students counted for it; suspension: 0 of 477 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 high school 0.7%.

Chronically absent, 2025–26

25 in 100This school

28 in 100At the average Los Angeles Unified high school

22 in 100At the average California high school

118 of 465 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 477

students were suspended at least once. Average California high school 2.9%.

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: 13 in 100, 7 of 54
Grades 7–8: 19 in 100, 22 of 117
Grades 9–12: 30 in 100, 89 of 294

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolLAUSD schools at the same level, same questionsEach bar 0–100%

Students

Middle grades

161 of 161 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question56%LAUSD middle 64% · 161 answered

Belonging · average of 6 questions55%LAUSD middle 55% · 106–160 answered each

Caring adults · average of 8 questions61%LAUSD middle 61% · 153–159 answered each

Engagement · average of 6 questions58%LAUSD middle 58% · 154–160 answered each

High expectations · average of 2 questions76%LAUSD middle 73% · 156 answered

Bullied 2 or more times in the past 30 days · average of 5 questions25%LAUSD middle 19% · 107–160 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

Question	Here	LAUSD middle schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	56%	64%	161
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	63%	63%	156
I am happy to be at this schoolShare who agreed or strongly agreed	72%	64%	160
I feel like I am part of this schoolShare who agreed or strongly agreed	62%	58%	157
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	60%	62%	158
Most kids at this school are kind to each otherShare who agreed or strongly agreed	22%	31%	159
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed	52%	53%	106
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	59%	61%	156
The teachers at this school treat students fairlyShare who agreed or strongly agreed	45%	52%	157
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	56%	55%	153
Adults at this school treat all students with respectShare who agreed or strongly agreed	60%	59%	159
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	62%	57%	155
There is at least one adult at my school who supports meShare who agreed or strongly agreed	68%	69%	153
Teachers at my school know meShare who agreed or strongly agreed	70%	64%	154
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 agreed	65%	68%	157
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	72%	75%	154
My teachers make learning funShare who agreed or strongly agreed	50%	44%	156
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	48%	48%	160
Teachers encourage students to make decisionsShare who agreed or strongly agreed	70%	61%	158
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 agreed	74%	75%	158
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 agreed	36%	44%	155
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	82%	75%	156
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 agreed	70%	70%	156
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 it	31%	25%	160
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 it	37%	30%	158
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 it	25%	17%	160
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 it	18%	10%	158
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 it	12%	16%	107
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	57%	61%	155
Students know how they are expected to actShare who agreed or strongly agreed	44%	45%	158
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	79%	76%	159
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	—	—	109
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”	74%	72%	156
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	72%	71%	155
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	64%	68%	156
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	48%	62%	159
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	50%	50%	154
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	41%	42%	154
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	51%	54%	152
I came to class preparedShare who answered “Often” or “Almost all the time”	69%	76%	157
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	78%	79%	157
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	56%	59%	156
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”	61%	67%	159
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	54%	67%	159
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	69%	75%	160

Each share counts the answer its row names.

High school grades

264 of 264 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question57%LAUSD high 65% · 264 answered

Belonging · average of 6 questions49%LAUSD high 61% · 257–261 answered each

Caring adults · average of 8 questions58%LAUSD high 61% · 255–264 answered each

Engagement · average of 6 questions58%LAUSD high 61% · 259–262 answered each

High expectations · average of 3 questions68%LAUSD high 68% · 261 answered

Bullied 2 or more times in the past 30 days · average of 5 questions12%LAUSD high 10% · 259–261 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 46 student questionseach with its answer count, beside LAUSD high schools

Question	Here	LAUSD high schools	Answers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed	57%	65%	264
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed	56%	65%	261
I am happy to be at this schoolShare who agreed or strongly agreed	53%	64%	259
I feel like I am part of this schoolShare who agreed or strongly agreed	48%	59%	257
I feel accepted for who I am at this schoolShare who agreed or strongly agreed	57%	66%	257
Most kids at this school are kind to each otherShare who agreed or strongly agreed	31%	46%	259
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed	52%	63%	258
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed	63%	62%	263
The teachers at this school treat students fairlyShare who agreed or strongly agreed	47%	60%	256
Teachers care if I'm absent from schoolShare who agreed or strongly agreed	47%	54%	255
Adults at this school treat all students with respectShare who agreed or strongly agreed	53%	59%	264
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed	60%	59%	262
There is at least one adult at my school who supports meShare who agreed or strongly agreed	67%	68%	258
Teachers at my school know meShare who agreed or strongly agreed	65%	61%	262
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 agreed	65%	66%	260
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed	68%	73%	262
My teachers make learning funShare who agreed or strongly agreed	43%	48%	262
Students have a voice in decision making at this schoolShare who agreed or strongly agreed	48%	53%	260
Teachers encourage students to make decisionsShare who agreed or strongly agreed	68%	64%	259
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 agreed	78%	74%	261
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 agreed	42%	53%	261
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed	75%	71%	261
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 agreed	70%	70%	261
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed	59%	63%	261
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 it	19%	15%	261
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 it	19%	15%	261
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 it	7%	6%	259
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 it	5%	6%	261
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 it	10%	10%	260
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed	56%	61%	261
Students know how they are expected to actShare who agreed or strongly agreed	56%	54%	261
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed	71%	69%	262
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	—	—	189
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”	66%	72%	260
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”	67%	73%	258
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”	64%	72%	261
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed	40%	57%	256
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”	36%	48%	260
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”	32%	44%	260
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”	45%	54%	260
I came to class preparedShare who answered “Often” or “Almost all the time”	66%	76%	262
I remembered and followed directionsShare who answered “Often” or “Almost all the time”	71%	81%	259
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”	56%	67%	262
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”	66%	69%	262
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”	73%	74%	262
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”	76%	79%	262

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

Middle grades

50 of 115 family surveys came back (44%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question84%LAUSD middle 82% · 49 answered

Belonging · average of 4 questions93%LAUSD middle 89% · 49–50 answered each

Caring adults · average of 2 questions96%LAUSD middle 87% · 50 answered

Engagement · average of 3 questions92%LAUSD middle 84% · 49–50 answered each

High expectations · average of 2 questions96%LAUSD middle 84% · 43 answered

Bullying reports taken seriously · 1 question88%LAUSD middle 74% · 49 answered

All 38 family questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	84%	82%	49
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	94%	89%	50
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	96%	90%	49
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	94%	88%	49
I feel welcome to participate at this schoolShare who agreed or strongly agreed	88%	88%	50
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	96%	86%	50
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	96%	88%	50
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	94%	89%	49
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	94%	82%	50
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	88%	81%	50
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed	95%	82%	43
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed	98%	86%	43
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	88%	74%	49
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	90%	84%	50
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	92%	84%	49
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	94%	85%	50
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	92%	83%	49
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	96%	85%	49
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	88%	77%	50
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed	86%	69%	43
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed	95%	75%	42
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	94%	82%	50
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	96%	84%	49
This school provides high quality instruction to my childShare who agreed or strongly agreed	96%	87%	50
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	94%	86%	50
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	81%	86%	48
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	96%	89%	50
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	88%	87%	49
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	94%	90%	50
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	90%	82%	48
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	96%	86%	49
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	94%	84%	49
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	90%	83%	49
This school offers extra academic support for my childShare who agreed or strongly agreed	96%	84%	50
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	88%	77%	48
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	96%	82%	47
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	98%	91%	49
Discipline is fair at this schoolShare who agreed or strongly agreed	86%	72%	49

Each share counts the answer its row names.

High school grades

51 of 251 family surveys came back (20%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question80%LAUSD high 81% · 50 answered

Belonging · average of 4 questions91%LAUSD high 87% · 49–51 answered each

Caring adults · average of 2 questions87%LAUSD high 86% · 49–50 answered each

Engagement · average of 3 questions82%LAUSD high 83% · 50–51 answered each

High expectations · average of 2 questions94%LAUSD high 89% · 48–49 answered each

Bullying reports taken seriously · 1 question71%LAUSD high 78% · 49 answered

All 40 family questionseach with its answer count, beside LAUSD high schools

Question	Here	LAUSD high schools	Answers
Safety
My child is safe on school groundsShare who agreed or strongly agreed	80%	81%	50
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed	92%	87%	50
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed	90%	88%	50
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed	90%	86%	49
I feel welcome to participate at this schoolShare who agreed or strongly agreed	92%	87%	51
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed	86%	85%	49
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed	88%	86%	50
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed	86%	86%	51
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed	86%	83%	51
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed	74%	80%	50
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed	92%	87%	48
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed	96%	90%	49
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed	71%	78%	49
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed	88%	84%	50
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed	82%	83%	50
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed	82%	84%	50
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed	74%	82%	50
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed	84%	85%	50
This school encourages my child to explore different career choicesShare who agreed or strongly agreed	88%	84%	51
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed	92%	81%	48
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed	92%	86%	49
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed	—	85%	14
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed	—	85%	14
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed	88%	84%	50
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed	82%	86%	51
This school provides high quality instruction to my childShare who agreed or strongly agreed	84%	86%	50
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed	92%	86%	50
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed	82%	80%	50
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed	84%	88%	49
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed	80%	84%	50
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed	88%	89%	51
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed	89%	83%	44
This school provides information on grade level requirements for my childShare who agreed or strongly agreed	86%	87%	49
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed	83%	83%	48
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed	78%	82%	50
This school offers extra academic support for my childShare who agreed or strongly agreed	84%	86%	51
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed	83%	78%	46
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed	84%	80%	44
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed	88%	89%	50
Discipline is fair at this schoolShare who agreed or strongly agreed	71%	77%	49

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. 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

Middle grades

49 of 49 staff answered (100%), 26 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question96%LAUSD middle 94% · 46 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions88%LAUSD middle 84% · 46–48 answered each

High expectations · average of 2 questions94%LAUSD middle 92% · 45–48 answered each

Bullying called a mild or insignificant problem · 1 question68%LAUSD middle 71% · 47 answeredShare who called it a mild or insignificant problem.

All 46 staff questionseach with its answer count, beside LAUSD middle schools

Question	Here	LAUSD middle schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	96%	94%	46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	88%	78%	48
Adults at this school treat all students with respectShare who agreed or strongly agreed	89%	90%	46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	92%	91%	48
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	96%	92%	45
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	68%	71%	47
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	85%	77%	47
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	100%	81%	46
I get the help I need to communicate with parentsShare who agreed or strongly agreed	83%	77%	46
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	98%	93%	47
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	74%	86%	46
At this school, parents treat me with respect.Share who agreed or strongly agreed	85%	81%	48
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	87%	78%	47
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	83%	72%	46
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	98%	86%	46
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	84%	75%	45
Students treat adults at this school with respectShare who agreed or strongly agreed	76%	70%	46
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	70%	74%	44
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	67%	67%	45
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	79%	81%	47
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed	77%	79%	26
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed	65%	80%	26
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 agreed	77%	86%	26
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	77%	68%	22
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	—	—	26
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	40%	54%	25
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	52%	64%	25
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	48%	70%	25
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	79%	78%	24
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	12%	17%	26
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	23%	35%	26
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	54%	42%	26
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	46%	33%	26
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”	65%	45%	26
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	81%	77%	26
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 agreed	85%	76%	26
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	92%	92%	26
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	85%	90%	26
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	77%	65%	26
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	77%	63%	26
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	69%	60%	26
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	65%	64%	26
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	73%	69%	26
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 agreed	73%	73%	26
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	65%	66%	26
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	81%	85%	26

Each share counts the answer its row names.

High school grades

49 of 49 staff answered (100%), 26 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question96%LAUSD high 93% · 46 answeredShare giving one of the two most positive answers.

Caring adults · average of 2 questions88%LAUSD high 83% · 46–48 answered each

High expectations · average of 2 questions94%LAUSD high 90% · 45–48 answered each

Bullying called a mild or insignificant problem · 1 question68%LAUSD high 81% · 47 answeredShare who called it a mild or insignificant problem.

All 46 staff questionseach with its answer count, beside LAUSD high schools

Question	Here	LAUSD high schools	Answers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers	96%	93%	46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed	88%	77%	48
Adults at this school treat all students with respectShare who agreed or strongly agreed	89%	88%	46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed	92%	88%	48
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed	96%	92%	45
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem	68%	81%	47
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed	85%	78%	47
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed	100%	82%	46
I get the help I need to communicate with parentsShare who agreed or strongly agreed	83%	77%	46
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed	98%	92%	47
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers	74%	84%	46
At this school, parents treat me with respect.Share who agreed or strongly agreed	85%	84%	48
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed	87%	77%	47
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed	83%	71%	46
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”	98%	84%	46
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”	84%	73%	45
Students treat adults at this school with respectShare who agreed or strongly agreed	76%	78%	46
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed	70%	71%	44
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed	67%	66%	45
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem	79%	87%	47
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed	77%	81%	26
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed	65%	81%	26
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 agreed	77%	87%	26
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed	77%	68%	22
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	—	—	26
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed	40%	50%	25
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed	52%	60%	25
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed	48%	65%	25
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed	79%	76%	24
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”	12%	17%	26
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”	23%	28%	26
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”	54%	35%	26
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”	46%	27%	26
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”	65%	40%	26
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed	81%	76%	26
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 agreed	85%	76%	26
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed	92%	92%	26
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed	85%	91%	26
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed	77%	61%	26
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed	77%	60%	26
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed	69%	57%	26
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed	65%	60%	26
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed	73%	67%	26
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 agreed	73%	68%	26
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed	65%	62%	26
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed	81%	86%	26

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 Ambassador-Global Leadership works for your family.

Answer the family questions Responder en español

Work here? Answer 8 questions about Ambassador-Global Leadership 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?

Low-income and Hispanic or Latino students scored well below the same groups across California.

Student groups, grade 11, spring 2026

21% of low-income students scored Proficient or Advanced in English and 7% in math (grade 11, spring 2026), against 49% and 23% for the same group across California. Hispanic or Latino students: 20% in English and 6% in math, against 49% and 21% for the same group across California.

Source

Source: California Department of Education, CAASPP research file, spring 2026
Students: grade 11; 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).

Ambassador-Global LeadershipSame group, California

Low-incomeEnglish · 44 tested21%Same group, California 49%
Low-incomeMath · 44 tested7%Same group, California 23%
Hispanic or LatinoEnglish · 36 tested20%Same group, California 49%
Hispanic or LatinoMath · 36 tested6%Same group, California 21%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted

Hispanic or Latino78%
Asian8%
White4%
Black or African American4%
Filipino2%
Two or more races2%
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Unallocated share2%

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. Source and comparisons: the full student mix below.

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

53% 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 · 57 of 108 English learners53%

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?

98%of students qualified for free or reduced-price meals in 2024–25, 461 of 472. California: 63%.

31teachers, 2024–25

7 yearsaverage experience, 2024–25

26%in their first year, 2024–25

75%of teaching positions with proper credential and placement, 2021–22

Ask: What extra help is there for low-income and Hispanic or Latino students, and how does the school check that it works?

All group results, district comparisons and sources

Proficient or Advancedgrade 11 · spring 2026

Group and subject	Here	vs Los Angeles Unified	vs California
Low-income · 44 tested
English	21%	−3354%	−2849%
Math	7%	−1926%	−1623%
Hispanic or Latino · 36 tested
English	20%	−3353%	−2949%
Math	6%	−1925%	−1521%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. No group that is behind across California does 10 or more points better here.

English learners and students with disabilities: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races 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, 2025–26	Here
Hispanic or Latino	78%
Asian	8%
White	4%
Black or African American	4%
Filipino	2%
Two or more races	2%
American Indian or Alaska Native	—
Pacific Islander	—
Not reported	—

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: 75% of teaching positions, 20.1 properly credentialed teaching-position FTE out of 26.7 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into Ambassador-Global Leadership, and how do I get in?

From parts of Young Oak Kim Academy, Berendo Middle and Virgil Middle.

Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Middle · part of its area

Young Oak Kim Academy 49th · Developing · 2026

Fed by 3 elementary schools

Middle · part of its area

Berendo Middle 38th · Developing · 2026

Fed by 2 elementary schools

Middle · part of its area

Virgil Middle 65th · Solid · 2026

Fed by 3 elementary schools

Grades 6–12 · this school

Ambassador-Global Leadership

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

Not a next step: the schools sharing this address. Los Angeles High School of the Arts (40th percentile, Developing, among high schools, 2025) and School for the Visual Arts and Humanities (55th percentile, Solid, among high schools, 2025) have the same street address in the state’s school directory.

All feeding elementary schools (8)Grouped by the middle school each one feeds, with each school’s standing

Into Young Oak Kim Academy

New Open World Academy K-12no standing on record
UCLA Community K-12no standing on record
Ambassador School-Global Education39th · Developing · 2026

Into Berendo Middle

Hobart Boulevard Elementary34th · Developing · 2026
Hoover Street Elementary89th · Strong · 2026

Into Virgil Middle

Charles H. Kim Elementary86th · Strong · 2026
Cahuenga Elementary74th · Solid · 2026
Frank del Olmo Elementary65th · Solid · 2026

All recorded links and nearby alternatives

Elementary links

New Open World Academy K-12
Option for this area, by application · district-published, source year 2026; no single school is assigned
UCLA Community K-12
Option for this area, by application · district-published, source year 2026; no single school is assigned
Ambassador School-Global Education
Option for this area, by application · district-published, source year 2026; no single school is assigned
39th percentile · Developing · elementary · 2026
Charles H. Kim Elementary
Option for this area, by application · district-published, source year 2026; no single school is assigned
86th percentile · Strong · elementary · 2026
83% of the zone’s children
Hobart Boulevard Elementary
Option for this area, by application · district-published, source year 2026; no single school is assigned
34th percentile · Developing · elementary · 2026
81% of the zone’s children
Hoover Street Elementary
Option for this area, by application · district-published, source year 2026; no single school is assigned
89th percentile · Strong · elementary · 2026
64% of the zone’s children
Cahuenga Elementary
Option for this area, by application · district-published, source year 2026; no single school is assigned
74th percentile · Solid · elementary · 2026
59% of the zone’s children
Frank del Olmo Elementary
Option for this area, by application · district-published, source year 2026; no single school is assigned
65th percentile · Solid · elementary · 2026
20% of the zone’s children

Middle-school links

Young Oak Kim Academy
Option for this area, by application · district-published, source year 2026; no single school is assigned
49th percentile · Developing · middle · 2026
Berendo Middle
Option for this area, by application · district-published, source year 2026; no single school is assigned
38th percentile · Developing · middle · 2026
30% of the zone’s children
Virgil Middle
Option for this area, by application · district-published, source year 2026; no single school is assigned
65th percentile · Solid · middle · 2026
18% of the zone’s children

High-school links

UCLA Community K-12
Option for this area, by application · district-published, source year 2026; no single school is assigned
61st percentile · Solid · high · 2025
School for the Visual Arts and Humanities
Option for this area, by application · district-published, source year 2026; no single school is assigned
55th percentile · Solid · high · 2025
Los Angeles High School of the Arts
Option for this area, by application · district-published, source year 2026; no single school is assigned
40th percentile · Developing · high · 2025
New Open World Academy K-12
Option for this area, by application · district-published, source year 2026; no single school is assigned
50th 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.

Ask Los Angeles Unified which school serves your address.

Applying to Ambassador-Global Leadership for 2027–28

If Ambassador-Global Leadership is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first.
LAUSD Resident School Identifier ↗
On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026 and join the end of the waitlist.
apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: asgl.lausd.org ↗Office: (213) 480-4540Administrator: Katelynne Sohn

Location and visiting

Get directions

701 South Catalina Street, Los Angeles 90005

Directory location · Explore nearby schools on the map. Confirm which school serves your address with Los Angeles Unified.

Questions for your visit

How does the school check what’s working in math? Math: 18% in 2025 to 7% in 2026 here; California: 30% to 32%
How does the school help students who don’t go to college plan what comes next?
When a child starts missing school, who calls the family, and how soon?
Does the school share its survey results with families, and what has it changed because of them?
What extra help do English learners get, and how do you know it’s working? 2% of English learners scored Proficient or Advanced in English, grades 6, 7 and 11, spring 2026 (51 students tested); the same group across California: 8%
When a bullying report comes in, who handles it, and how is the family told? 25% (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%

Office (213) 480-4540701 South Catalina Street, directions (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

Los Angeles High School of the Arts0.0 mi
40thDevelopingScope Score 53
School for the Visual Arts and Humanities0.0 mi
55thSolidScope Score 57
UCLA Community K-120.2 mi
61stSolidScope Score 60
New Open World Academy K-120.2 mi
50thSolidScope Score 56
Equitas Collegiate High0.8 mi · Charter school. Check how it admits students.
22ndNeeds SupportScope Score 47

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 · 2024–25 · ranked #1,296 of 1,498 California high schools we score · #173 of 191 in Los Angeles Unified

Score factors, 2024–25
Factor	School	Index	Weight
Graduation rate	84%	47	25%
Exceeded standardaverage of English and math	11%	45	22%
Ready for college or career (state measure)	38%	46	20%
Met or exceededaverage of English and math	24%	41	18%
Chronically absent	27 in 100	52	5%
Suspension rate	0 of 512	63	5%
English learners: top level	15%	48	5%

Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2024–25. 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.

Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify

The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.

Scope Score

School year	Scope Score	Percentile	Rank	Comparison group
2024–25	43	13	#1296	California high schools · 1,498 schools · current formula

2018–19, 2021–22, 2022–23 and 2023–24 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 year	Chronic absence	Suspension
2018–19	23 in 100	0.2% (1 of 587)
2021–22	not on file	not on file
2022–23	not on file	not on file
2023–24	25 in 100	0 of 545
2024–25	27 in 100	0 of 512

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

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 · subject	Students with scores	Top level	Top two levels
2026 · English	206	5%	26%
2026 · Math	207	19%	31%
2025 · English	234	5%	27%
2025 · Math	234	18%	30%
2024 · English	251	6%	24%
2024 · Math	249	5%	16%
2023 · English	268	7%	32%
2023 · Math	268	2%	9%
2022 · English	258	2%	18%
2022 · Math	258	1%	7%
2019 · English	256	4%	31%
2019 · Math	271	2%	13%
2018 · English	289	4%	28%
2018 · Math	293	5%	13%
2017 · English	319	5%	22%
2017 · Math	321	2%	11%

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 · subject	Students with scores	Met or exceeded
2025 · Grade 6 · English	59	24%
2025 · Grade 7 · English	43	28%
2025 · Grade 8 · English	75	27%
2025 · Grade 11 · English	57	30%
2025 · Grade 6 · Math	60	15%
2025 · Grade 7 · Math	43	40%
2025 · Grade 8 · Math	74	46%
2025 · Grade 11 · Math	57	18%
2024 · Grade 6 · English	47	19%
2024 · Grade 7 · English	77	27%
2024 · Grade 8 · English	60	20%
2024 · Grade 11 · English	67	27%
2024 · Grade 6 · Math	45	4%
2024 · Grade 7 · Math	76	37%
2024 · Grade 8 · Math	61	8%
2024 · Grade 11 · Math	67	6%
2023 · Grade 6 · English	80	29%
2023 · Grade 7 · English	63	29%
2023 · Grade 8 · English	57	19%
2023 · Grade 11 · English	68	50%
2023 · Grade 6 · Math	79	10%
2023 · Grade 7 · Math	64	9%
2023 · Grade 8 · Math	58	3%
2023 · Grade 11 · Math	67	12%
2022 · Grade 6 · English	57	16%
2022 · Grade 7 · English	59	15%
2022 · Grade 8 · English	67	21%
2022 · Grade 11 · English	75	19%
2022 · Grade 6 · Math	57	9%
2022 · Grade 7 · Math	59	3%
2022 · Grade 8 · Math	67	4%
2022 · Grade 11 · Math	75	9%
2019 · Grade 6 · English	54	15%
2019 · Grade 7 · English	67	34%
2019 · Grade 8 · English	75	31%
2019 · Grade 11 · English	60	42%
2019 · Grade 6 · Math	59	5%
2019 · Grade 7 · Math	72	14%
2019 · Grade 8 · Math	79	11%
2019 · Grade 11 · Math	61	20%
2018 · Grade 6 · English	71	18%
2018 · Grade 7 · English	79	22%
2018 · Grade 8 · English	79	27%
2018 · Grade 11 · English	60	48%
2018 · Grade 6 · Math	73	11%
2018 · Grade 7 · Math	80	16%
2018 · Grade 8 · Math	80	8%
2018 · Grade 11 · Math	60	17%
2017 · Grade 6 · English	78	14%
2017 · Grade 7 · English	79	20%
2017 · Grade 8 · English	67	7%
2017 · Grade 11 · English	95	39%
2017 · Grade 6 · Math	82	11%
2017 · Grade 7 · Math	78	12%
2017 · Grade 8 · Math	67	4%
2017 · Grade 11 · Math	94	14%

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)	Tested	Advanced	Proficient	Developing level	Minimal
Schoolwide	104	2%	15%	55%	28%

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 · English	Tested	Proficient or Advanced	vs district	vs California
Low-income	198	25%	−20	−16
Hispanic or Latino	163	23%	−22	−19
English learners (grades 6, 7 and 11 only)	51	2%	−5	−6

Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score

Group	English	n	CDE category	Math	n	CDE category
All students	−14	158	Moderate	+31	157	Exceptional
Low-income	−14	154	Moderate	+31	153	Exceptional
Hispanic or Latino	−18	130	Moderate	+25	129	Exceptional
English learners	−11	78	Moderate	+35	77	Exceptional
Recently reclassified as fluent in English	−13	61	not categorized	+35	61	not categorized
English-only students	−15	32	not categorized	+21	32	not categorized
Students with disabilities	−32	27	Minimal	+5	27	Accelerated
English learners only	−15	17	not categorized	+29	16	not categorized
Long-term English learners (grades 6–8 only)	−9	13	Moderate	+48	12	Exceptional

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

California growth model · points vs expected

State model · English−14 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

158 students

CDE growth category: Moderate

State model · math+31 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

157 students

CDE growth category: Exceptional

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 · 27 in 100 → 2025–26 · 25 in 100 · −2 in 100
Suspension rate2024–25 · 0 of 512 → 2025–26 · 0 of 477 · 0.0 percentage points

Group	2018–19	2025–26	Change
Female	26 in 100	28 in 100	+2 in 100
Male	20 in 100	24 in 100	+4 in 100
Asian	23 in 100	20 in 100	−3 in 100
Black or African American	23 in 100	24 in 100	+1 in 100
Filipino	21 in 100	9 in 100	−12 in 100
Hispanic or Latino	22 in 100	27 in 100	+5 in 100
White	31 in 100	28 in 100	−3 in 100
Students with disabilities	28 in 100	25 in 100	−3 in 100
English learners	33 in 100	39 in 100	+6 in 100
Homeless	31 in 100	41 in 100	+10 in 100
Low-income	22 in 100	25 in 100	+3 in 100
All students	23 in 100	25 in 100	+2 in 100
Two or more races	—	18 in 100	—

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

Graduation and readinessstate records · each rate for its own year and class of students

Measure	Source record
This school · CCI overall Prepared	CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 38% · numerator 29 students classified Prepared · denominator 76 CCI students.
California · CCI overall Prepared	CDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.

AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 86% · AP-pathway numerator 25 · denominator 29 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 29 of 76 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate

84%

AP route, among those ready for college or career

86%

2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings

Finished the UC/CSU course list (A–G)

48%

A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility

College-going rate

52%

These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot

Measure	This school
AP offered	offered
AP course count	6
AP enrollment (male/female)	77
IB participation	not reported
Dual enrollment	offered · 9 enrolled
Algebra I in grade 8	offered
Calculus sections	1
Physics sections	2
Chemistry sections	3
Reported male/female enrollment (CRDC)	500

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

College destinationsclass of 2023 · state college-going records, 12 months after graduation

Destination	Completers	% (derived)
University of California	5	8%
California State University	19	31%
California community college	8	13%
In-state private	0	0%
Out-of-state, 4-year	0	0%
Out-of-state, 2-year	0	0%
Not enrolled	30	48%

62 students who finished high school, class of 2023 · state-reported college-going rate 52% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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$1,858 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 472

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 472

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
Group	Dollars	Share, to two decimals	Printed
Instruction	$5,655,379,384	51.81%	52%
Instruction support	$1,791,152,348	16.41%	17%
Student services	$1,344,873,232	12.32%	12%
Administration	$763,652,780	7.00%	7%
Buildings & maintenance	$1,099,649,062	10.07%	10%
Other	$260,356,595	2.39%	2%
Total	$10,915,063,400	100.00%	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 holders7.5%

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 90005 · not the school’s students

American Community Survey 5-year estimates · 2020–2024 · ZIP 90005 area
Measure	Estimate
Median household income	$49,419
Bachelor's degree or higher (adults 25+)	40%
ZIP-area population	39,142
Median age	35.2 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 90005 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

Embed this scorecard

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Its Scope Score is a high school score; results for its other grades are in these records.

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high 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 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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Ambassador-Global Leadership — Rating & test scores

Compare schools

Spring 2026 state test results

Common questions

How do I get in?

Is Ambassador-Global Leadership a good school?

How often do students miss school or get suspended?

How does math compare with English?

How do kids like mine do here?

What do families and students say?

What could my child study here?

Where do students go after finishing high school here?

What should I ask on a visit?

How did students here do on state tests?

English

Math

How do the middle grades do?

English

Math

How does math compare with English?

Have results changed?

English · top two levels · grade 11

Math · top two levels · grade 11

Each year’s results and tested counts

Who can act on Ambassador-Global Leadership’s results?

What has the state flagged?

When is the plan set, and how can you take part?

How many students here graduate, and where do they go next?

Graduated in four years

Ready for college or career (state measure)

Finished the UC/CSU course list

Where students who finished high school went

What could my child study here?

What other courses and pathways are on record?

California State University

Each fall since 2021

How often do students miss school or get suspended?

Chronically absent, 2025–26

Suspensions, 2025–26

What do students, families and staff say?

Students

Middle grades

High school grades

Families

Middle grades

High school grades

Staff

Middle grades

High school grades

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How do kids like mine do here?

Who are the students?

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

Who are the families and teachers?

Which schools feed into Ambassador-Global Leadership, and how do I get in?

Into Young Oak Kim Academy

Into Berendo Middle

Into Virgil Middle

Elementary links

Middle-school links

High-school links

Applying to Ambassador-Global Leadership for 2027–28

Location and visiting

Questions for your visit

Source records

Scope Score

Per-pupil spending

Additional workforce records

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