English
36%
scored Proficient or Advanced.
577297Home and hospital program · Los Angeles Unified
Berenece Carlson Home Hospital
10952 Whipple Street, North Hollywood · 381 students · Grades TK–12
Shared campus · © OpenStreetMap
The California School Campus Database records Rio Vista Elementary 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.
A home and hospital program: students are enrolled here by medical placement, so we publish its results without a rating.
In its own words
What does Berenece Carlson Home Hospital say about itself?
We haven’t read Berenece Carlson Home Hospital’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.
Over time
Have results changed?
Each line shows the share of students who scored Proficient or Advanced each spring.
Share at the state’s top two test levels, 2017 to 2026
Grade 8. Point at a year, tap it or use the arrow keys to read its figures.
English
No comparable testsNo testsNo comparable testsNo tests25%50%20172019202617%36%Berenece Carlson Home HospitalThis school
Math
No comparable testsNo testsNo comparable testsNo tests25%50%20172019202618%8%Berenece Carlson Home HospitalThis school
The hatched block marks years with no comparable state test results. Each spring tests a different group of students. Between 11 and 16 students were tested here each year in each subject. With 11 students, one student is 9 points, so each year is a dot and no line joins them. Source: California Department of Education, state tests (CAASPP).
Each year’s results
The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now.
| Spring | Berenece Carlson Home Hospital | Tested here |
|---|---|---|
| 2017 | 17% | 12 |
| 2019 | 29% | 14 |
| 2026 | 36% | 14 |
| Spring | Berenece Carlson Home Hospital | Tested here |
|---|---|---|
| 2017 | 18% | 11 |
| 2019 | 6% | 16 |
| 2026 | 8% | 13 |
A year is missing where fewer than the state’s minimum number of students tested and the state withheld the result.
Tests
How did students here do on state tests?
In grade 8, spring 2026, 36% of the students tested scored Proficient or Advanced in English; 8% did in math.
Math
8%
scored Proficient or Advanced.
69238MinimalDeveloping levelProficientAdvanced
The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). No comparison is shown: students here are placed, not chosen. Source: California Department of Education, state tests (CAASPP).
Results for each grade, spring 2026
What each level means: California's level descriptions.
English
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | suppressed | not on file | suppressed |
| Advanced | suppressed | not on file | suppressed |
| Proficient | suppressed | not on file | suppressed |
| Developing level | suppressed | not on file | suppressed |
| Minimal | suppressed | not on file | suppressed |
| Tested | 6 | not on file | 6 |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | suppressed | suppressed | 36% |
| Advanced | suppressed | suppressed | 7% |
| Proficient | suppressed | suppressed | 29% |
| Developing level | suppressed | suppressed | 7% |
| Minimal | suppressed | suppressed | 57% |
| Tested | 5 | 5 | 14 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | suppressed |
| Advanced | suppressed |
| Proficient | suppressed |
| Developing level | suppressed |
| Minimal | suppressed |
| Tested | 4 |
Math
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | suppressed | not on file | suppressed |
| Advanced | suppressed | not on file | suppressed |
| Proficient | suppressed | not on file | suppressed |
| Developing level | suppressed | not on file | suppressed |
| Minimal | suppressed | not on file | suppressed |
| Tested | 6 | not on file | 6 |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | not on file | suppressed | 8% |
| Advanced | not on file | suppressed | 0% |
| Proficient | not on file | suppressed | 8% |
| Developing level | not on file | suppressed | 23% |
| Minimal | not on file | suppressed | 69% |
| Tested | not on file | 4 | 13 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | suppressed |
| Advanced | suppressed |
| Proficient | suppressed |
| Developing level | suppressed |
| Minimal | suppressed |
| Tested | 4 |
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.
All four test levels, with the number of students tested
| Students | Advanced | Proficient | Developing level | Minimal | Tested |
|---|---|---|---|---|---|
| English, grade 8 · This school | 7% | 29% | 7% | 57% | 14 |
| Math, grade 8 · This school | 0% | 8% | 23% | 69% | 13 |
Spring 2026, grade 8 combined: 14 tested in English, 13 tested in math.
Who goes here
Who goes here?
Students, 2024–25
381
students in grades TK–12.
Family income
86%
of students qualified for free or reduced-price meals in 2024–25, 328 of 381.
Teachers, 2024–25
150
teachers, with 20 years of experience on average.
1% were in their first year.
26% of teaching positions had the right credential, 2021–22.
English learners
29%
of English learners moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026 (23 of 78 students).
Suspensions, 2025–26
0
students were suspended at least once.
It counts students moving up the test’s levels, so a student can count here before becoming fluent. Sources: California Department of Education and the California School Dashboard. Each tile names its year.
Where these figures come from
Attendance and suspensions: California Department of Education, 2025–26. English learner progress: California School Dashboard, 2026 . Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.
Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 26.4 of 100.3 full-time teaching positions. It counts positions, not individual teachers.
After high school
How many students here graduate in four years?
No student graduated in four years in 2024–25. 0% were ready for college or career (state measure) in 2024–25.
Graduation, college and university records
Preparation · each measure describes a different student group
Graduated in four years
0%
Ready for college or career (state measure)
0%
Where these figures come fromEach measure’s source, student group and definition
- Graduated in four years
- 2024–25 · 0 of 39 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
- Ready for college or career (state measure)
- 2024–25 · 0 of 39 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.
What people say
What do students, families and staff say?
Los Angeles Unified asked the people at Berenece Carlson Home Hospital in 2025–26. Each line shows the share who gave a positive answer.
This schoolShare who gave one of the two most positive answers. Each line runs from 40% to 100%.
Families, elementary grades
Parents and guardians · 50 surveys came back
Child is safe72%
Feeling welcome93%
Caring adults93%
Being included83%
Bullying handled74%
Families, middle grades
Parents and guardians · 33 surveys came back
Child is safe68%
Feeling welcome80%
Caring adults94%
Being included81%
High expectations83%
Bullying handled64%
Families, high school grades
Parents and guardians · 46 surveys came back
Child is safe71%
Feeling welcome88%
Caring adults88%
Being included81%
High expectations84%
Bullying handled76%
Staff, elementary grades
Teachers and other staff · 95 answered, 76 of them teachers
Feeling safe96%
Caring adults91%
High expectations98%
Little bullying99%
Staff, middle grades
Teachers and other staff · 95 answered, 76 of them teachers
Feeling safe96%
Caring adults91%
High expectations98%
Little bullying99%
Staff, high school grades
Teachers and other staff · 95 answered, 76 of them teachers
Feeling safe96%
Caring adults91%
High expectations98%
Little bullying99%
Each line is the average of the survey’s questions on that theme. The themes are our grouping. We show a question only when at least 20 people answered it. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)
All 34 family questions, elementary grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| My child is safe on school grounds | 72% | 25 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 94% | 50 |
| Teachers treat me with respect in-person and online | 92% | 50 |
| I am greeted by school staff when I visit this school | 89% | 46 |
| I feel welcome to participate at this school | 98% | 50 |
| Caring adults | ||
| Teachers take my concerns seriously | 92% | 50 |
| Teachers at this school let me know about my child's progress | 94% | 50 |
| Engagement | ||
| This school informs me about school activities in different ways | 80% | 50 |
| This school includes me in important decisions about my child's education | 90% | 50 |
| This school recruits and organizes parents to help and support the school | 78% | 50 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 74% | 50 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 90% | 50 |
| Clerical/office staff respond to my needs in a timely manner | 86% | 50 |
| Teachers respond to my needs in a timely manner | 94% | 50 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 84% | 50 |
| I am satisfied with my school's communication about how to support my child's learning | 92% | 50 |
| This school encourages my child to explore different career choices | 86% | 50 |
| This school provides instructional resources to help me support my child's education | 96% | 49 |
| This school offers extra activities for my child's personal growth | 78% | 50 |
| This school provides high quality instruction to my child | 96% | 50 |
| I am satisfied with how much my child is learning at this school | 96% | 50 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 72% | 50 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 92% | 50 |
| I have visited my child's school website to get information and/or access resources | 88% | 50 |
| This school provides me with information (verbal and written) I can understand | 98% | 50 |
| School staff provide translation and interpretation services when I need them | 98% | 47 |
| This school provides information on grade level requirements for my child | 84% | 50 |
| This school informs me about activities sponsored by the parent and family center | 74% | 47 |
| I can easily find information about parent workshops or other programs offered at this school | 78% | 50 |
| This school offers extra academic support for my child | 84% | 50 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 84% | 45 |
| I have received information about my child's progress as an English Learner | 97% | 31 |
| My child is clearly informed about the consequences of breaking school rules | 70% | 50 |
| Discipline is fair at this school | 74% | 50 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 38 family questions, middle grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| My child is safe on school grounds | 68% | 22 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 76% | 33 |
| Teachers treat me with respect in-person and online | 91% | 33 |
| I am greeted by school staff when I visit this school | 64% | 25 |
| I feel welcome to participate at this school | 88% | 33 |
| Caring adults | ||
| Teachers take my concerns seriously | 97% | 33 |
| Teachers at this school let me know about my child's progress | 91% | 33 |
| Engagement | ||
| This school informs me about school activities in different ways | 85% | 33 |
| This school includes me in important decisions about my child's education | 94% | 33 |
| This school recruits and organizes parents to help and support the school | 64% | 33 |
| High expectations | ||
| School staff expect my child to attend college | 79% | 28 |
| School staff expect my child to graduate from high school | 87% | 30 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 64% | 33 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 70% | 33 |
| Clerical/office staff respond to my needs in a timely manner | 75% | 32 |
| Teachers respond to my needs in a timely manner | 97% | 33 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 84% | 32 |
| I am satisfied with my school's communication about how to support my child's learning | 88% | 33 |
| This school encourages my child to explore different career choices | 61% | 33 |
| School staff help me understand the requirements for CSU/UC admission | 73% | 26 |
| School staff help me understand which courses my child needs to graduate from high school | 78% | 27 |
| This school provides instructional resources to help me support my child's education | 88% | 33 |
| This school offers extra activities for my child's personal growth | 73% | 33 |
| This school provides high quality instruction to my child | 91% | 33 |
| I am satisfied with how much my child is learning at this school | 91% | 33 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 64% | 33 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 82% | 33 |
| I have visited my child's school website to get information and/or access resources | 79% | 33 |
| This school provides me with information (verbal and written) I can understand | 88% | 33 |
| School staff provide translation and interpretation services when I need them | 79% | 29 |
| This school provides information on grade level requirements for my child | 90% | 29 |
| This school informs me about activities sponsored by the parent and family center | 73% | 30 |
| I can easily find information about parent workshops or other programs offered at this school | 67% | 33 |
| This school offers extra academic support for my child | 76% | 33 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 69% | 29 |
| I have received information about my child's progress as an English Learner | 71% | 24 |
| My child is clearly informed about the consequences of breaking school rules | 73% | 33 |
| Discipline is fair at this school | 73% | 33 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 40 family questions, high grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| My child is safe on school grounds | 71% | 28 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 93% | 45 |
| Teachers treat me with respect in-person and online | 91% | 46 |
| I am greeted by school staff when I visit this school | 71% | 42 |
| I feel welcome to participate at this school | 96% | 46 |
| Caring adults | ||
| Teachers take my concerns seriously | 87% | 46 |
| Teachers at this school let me know about my child's progress | 89% | 46 |
| Engagement | ||
| This school informs me about school activities in different ways | 87% | 46 |
| This school includes me in important decisions about my child's education | 85% | 46 |
| This school recruits and organizes parents to help and support the school | 71% | 45 |
| High expectations | ||
| School staff expect my child to attend college | 80% | 39 |
| School staff expect my child to graduate from high school | 88% | 42 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 76% | 45 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 87% | 46 |
| Clerical/office staff respond to my needs in a timely manner | 85% | 46 |
| Teachers respond to my needs in a timely manner | 96% | 46 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 73% | 45 |
| I am satisfied with my school's communication about how to support my child's learning | 89% | 45 |
| This school encourages my child to explore different career choices | 74% | 46 |
| School staff help me understand the requirements for CSU/UC admission | 76% | 37 |
| School staff help me understand which courses my child needs to graduate from high school | 83% | 41 |
| School staff help me understand how to apply for financial aid for college | — | 10 |
| School staff help me understand how to help my child apply for college | — | 10 |
| This school provides instructional resources to help me support my child's education | 91% | 45 |
| This school offers extra activities for my child's personal growth | 73% | 45 |
| This school provides high quality instruction to my child | 91% | 46 |
| I am satisfied with how much my child is learning at this school | 87% | 45 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 67% | 45 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 83% | 46 |
| I have visited my child's school website to get information and/or access resources | 82% | 45 |
| This school provides me with information (verbal and written) I can understand | 91% | 46 |
| School staff provide translation and interpretation services when I need them | 83% | 41 |
| This school provides information on grade level requirements for my child | 86% | 44 |
| This school informs me about activities sponsored by the parent and family center | 75% | 40 |
| I can easily find information about parent workshops or other programs offered at this school | 78% | 46 |
| This school offers extra academic support for my child | 72% | 46 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 78% | 41 |
| I have received information about my child's progress as an English Learner | 84% | 31 |
| My child is clearly informed about the consequences of breaking school rules | 89% | 45 |
| Discipline is fair at this school | 87% | 45 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 43 staff questions, elementary grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the day | 96% | 78 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 85% | 95 |
| Adults at this school treat all students with respect | 96% | 83 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 98% | 93 |
| This school emphasizes teaching lessons in ways relevant to students | 98% | 91 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 99% | 91 |
| Other questions | ||
| I have the materials I need to do my job well | 85% | 94 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 95% | 93 |
| I get the help I need to communicate with parents | 86% | 94 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 93% | 94 |
| I feel safe in the neighborhood around my school | 89% | 80 |
| At this school, parents treat me with respect. | 93% | 94 |
| This school is a supportive and inviting place for staff to work | 83% | 94 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 79% | 94 |
| How many adults at this school support and treat each other with respect? | 87% | 92 |
| How many adults at this school feel a responsibility to improve this school? | 85% | 91 |
| Students treat adults at this school with respect | 100% | 78 |
| This school clearly communicates to students the consequences of breaking school rules | 88% | 61 |
| This school effectively handles student discipline and behavioral problems | 91% | 57 |
| Racial/ethnic conflict among students | 99% | 91 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 76% | 29 |
| 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) | — | 36 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | 67% | 36 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | 83% | 36 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | 86% | 37 |
| I know which of my students are long-term English learners (LTELs) (teachers) | 92% | 36 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 14% | 69 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 19% | 69 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 15% | 68 |
| Teachers meet to examine student performance data (teachers) | 19% | 67 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 14% | 64 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 84% | 70 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 84% | 69 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 97% | 69 |
| I feel confident integrating technology into my instruction (teachers) | 90% | 70 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 70% | 70 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 73% | 70 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 67% | 70 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 69% | 70 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 69% | 70 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 74% | 70 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 72% | 69 |
| I enjoy teaching at this school (teachers) | 96% | 70 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 46 staff questions, middle grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the day | 96% | 78 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 85% | 95 |
| Adults at this school treat all students with respect | 96% | 83 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 98% | 93 |
| This school emphasizes teaching lessons in ways relevant to students | 98% | 91 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 99% | 91 |
| Other questions | ||
| I have the materials I need to do my job well | 85% | 94 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 95% | 93 |
| I get the help I need to communicate with parents | 86% | 94 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 93% | 94 |
| I feel safe in the neighborhood around my school | 89% | 80 |
| At this school, parents treat me with respect. | 93% | 94 |
| This school is a supportive and inviting place for staff to work | 83% | 94 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 79% | 94 |
| How many adults at this school support and treat each other with respect? | 87% | 92 |
| How many adults at this school feel a responsibility to improve this school? | 85% | 91 |
| Students treat adults at this school with respect | 100% | 78 |
| This school clearly communicates to students the consequences of breaking school rules | 88% | 61 |
| This school effectively handles student discipline and behavioral problems | 91% | 57 |
| Racial/ethnic conflict among students | 99% | 91 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | 66% | 56 |
| Teachers expect most students in this school to go to college (teachers) | 54% | 56 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | 71% | 56 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 76% | 29 |
| 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) | — | 36 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | 67% | 36 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | 83% | 36 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | 86% | 37 |
| I know which of my students are long-term English learners (LTELs) (teachers) | 92% | 36 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 14% | 69 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 19% | 69 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 15% | 68 |
| Teachers meet to examine student performance data (teachers) | 19% | 67 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 14% | 64 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 84% | 70 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 84% | 69 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 97% | 69 |
| I feel confident integrating technology into my instruction (teachers) | 90% | 70 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 70% | 70 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 73% | 70 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 67% | 70 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 69% | 70 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 69% | 70 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 74% | 70 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 72% | 69 |
| I enjoy teaching at this school (teachers) | 96% | 70 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 46 staff questions, high grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the day | 96% | 78 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 85% | 95 |
| Adults at this school treat all students with respect | 96% | 83 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 98% | 93 |
| This school emphasizes teaching lessons in ways relevant to students | 98% | 91 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 99% | 91 |
| Other questions | ||
| I have the materials I need to do my job well | 85% | 94 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 95% | 93 |
| I get the help I need to communicate with parents | 86% | 94 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 93% | 94 |
| I feel safe in the neighborhood around my school | 89% | 80 |
| At this school, parents treat me with respect. | 93% | 94 |
| This school is a supportive and inviting place for staff to work | 83% | 94 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 79% | 94 |
| How many adults at this school support and treat each other with respect? | 87% | 92 |
| How many adults at this school feel a responsibility to improve this school? | 85% | 91 |
| Students treat adults at this school with respect | 100% | 78 |
| This school clearly communicates to students the consequences of breaking school rules | 88% | 61 |
| This school effectively handles student discipline and behavioral problems | 91% | 57 |
| Racial/ethnic conflict among students | 99% | 91 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | 66% | 56 |
| Teachers expect most students in this school to go to college (teachers) | 54% | 56 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | 71% | 56 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 76% | 29 |
| 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) | — | 36 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | 67% | 36 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | 83% | 36 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | 86% | 37 |
| I know which of my students are long-term English learners (LTELs) (teachers) | 92% | 36 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 14% | 69 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 19% | 69 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 15% | 68 |
| Teachers meet to examine student performance data (teachers) | 19% | 67 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 14% | 64 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 84% | 70 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 84% | 69 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 97% | 69 |
| I feel confident integrating technology into my instruction (teachers) | 90% | 70 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 70% | 70 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 73% | 70 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 67% | 70 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 69% | 70 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 69% | 70 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 74% | 70 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 72% | 69 |
| I enjoy teaching at this school (teachers) | 96% | 70 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
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.
Los Angeles Unified 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. Los Angeles Unified’s figures cover all its schools at each level, so they aren’t shown beside this school.
Fewer than 20 people answered each student question here, so those answers aren’t shown.
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 Los Angeles Unified averages its own topics. Each lane lists every question with its own percentage.
Family and staff answers
What would staff tell you?
Staff can answer a short set of questions about Berenece Carlson Home Hospital. These are not star ratings or reviews.
- Staff answers show once 5 people have answered.Until then this page shows no staff answers.
- The questions are about the school, never a person.No question asks about a named teacher or staff member.
- Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
- Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.
Staff
No staff answers yet
5 answers needed before they show
- Would you send your own child to this school?Yes · Maybe · No
- Do you plan to work at this school next year?Yes · Not sure · No
- Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
- And 5 more questions.
The school day
What is the school day like?
Berenece Carlson Home Hospital has transitional kindergarten (TK). Our records do not hold school hours or before- and after-school care yet. Ask the office.
Transitional kindergarten (TK), 2025–26
2
TK students in 2025–26.
TK is California’s free public program for four-year-olds.
TK count: California Department of Education, Census Day enrollment, 2025–26. Find TK schools near you
Money
Where does the money go?
$53,564 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.
$53,564
for each student at this school, 2024–25- Spent at the school
- $48,558
- The school’s share of district office costs
- $5,006
- Of the total, from federal funds
- $1,707
- Berenece Carlson Home Hospital$53,564
- Los Angeles Unified middle schools$24,956
- California middle schools$19,269
The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓
Los Angeles Unified’s yearly plan
$7.9billion
in the district’s plan for 2026–27$1.8billion
planned for services for English learners, low-income students and foster youth- Academic Excellence$5.8 billion
- Operational Effectiveness$1.0 billion
- Joy and Wellness$521 million
- Investing in Staff$268 million
- Black Student Achievement Plan Implementation$135 million
- Engagement and Collaboration$68 million
- Equity Multiplier$35 million
- English Learner Supports$30 million
This is the district’s plan. It is not this school’s own budget. Each part of the bar is one goal in the plan, with the money for its actions added up (our calculation). The plan covers $7.9 billion of $11.3 billion in total budgeted spending. Source: Los Angeles Unified Local Control and Accountability Plan (LCAP), 2026–27. Read the district’s plan →
The neighborhood
What is the area around Berenece Carlson Home Hospital like?
These figures are for everyone who lives in ZIP code 91602. They are not figures for the families at Berenece Carlson Home Hospital.
Typical household income in a year
$102,914
Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 91602.
- Typical home value
- $1,055,900
- People who live in this ZIP code
- 20,957
- Typical age
- 38.8 years
- Adults 25 and older with a four-year college degree
- 54%
What you can do
Who can act on Berenece Carlson Home Hospital’s results?
The state has Berenece Carlson Home Hospital in its most intensive support; Los Angeles Unified’s board decides its plan.
When the plan is set
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.
Placement
Students at Berenece Carlson Home Hospital are enrolled here by medical placement, not by address and not by lottery.
What has the state flagged?
2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.
Federal designation under the Every Student Succeeds Act, 2025–26. Source
Extra state help for the district
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
Questions to ask
What should I ask, and when?
Bring these 5 questions to Berenece Carlson Home Hospital. Confirm anything about applying with the school itself.
On a tour
- How is instruction arranged at home or in the hospital, and how many hours a week does a student get?
- How does work done here count toward grades and credits at the student’s regular school?
- How is a return to the student’s regular school planned?
At the office
- What time does the day start and end, and is any day shorter?
- Is there care before or after school, and what does it cost?
Getting in
How are students placed here?
Confirm placement with Los Angeles Unified.
Where it is
Where is Berenece Carlson Home Hospital?
- Address
- 10952 Whipple Street, North Hollywood 91602Get directions (opens Google Maps in a new tab)
- Office
- (818) 509-8759
- Website
- carlson.lausd.org
- Administrator
- Jacqueline RobnettAs the state’s school directory lists it, last updated August 15, 2024.
A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map
Short answers to 3 common questions
How are students placed here?
Students are enrolled here by medical placement, not by address and not by lottery. Confirm placement with Los Angeles Unified. See the details ↓
How many students reached the top test level here?
In grade 8, spring 2026, 7% scored Advanced in English (reading and writing), and none did in math. 64% scored below the standard in English and 92% in math. See the details ↓
How do I visit Berenece Carlson Home Hospital?
Call the office at (818) 509-8759 to ask about a visit. Questions to bring are under Questions to ask. See the details ↓
The full record
Source records
This page is built from 8 sets of records from public data sources. Every figure keeps its source, grades, year and count.
Data updated
October 15, 2026
- Record sets on this page
- 8
- Sources
- California Department of EducationU.S. Census BureauU.S. Department of Education, Office for Civil Rights
- State test years
- 2017–2026
Results
Students
After high school
Money and staff
Place, downloads and method
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 | 43 | 14% | 40% |
| 2026 · Math | 38 | 11% | 18% |
| 2025 · English | 28 | 25% | 39% |
| 2025 · Math | 28 | 11% | 25% |
| 2024 · English | 40 | 10% | 30% |
| 2024 · Math | 44 | 9% | 23% |
| 2023 · English | 25 | 16% | 32% |
| 2023 · Math | 27 | 7% | 19% |
| 2022 · English | 24 | 4% | 21% |
| 2022 · Math | 23 | 0% | 13% |
| 2019 · English | 75 | 8% | 32% |
| 2019 · Math | 81 | 5% | 16% |
| 2018 · English | 54 | 15% | 35% |
| 2018 · Math | 55 | 9% | 29% |
| 2017 · English | 73 | 14% | 34% |
| 2017 · Math | 75 | 5% | 23% |
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 3 · English | 4 | — |
| 2025 · Grade 4 · English | 5 | — |
| 2025 · Grade 5 · English | 4 | — |
| 2025 · Grade 6 · English | — | — |
| 2025 · Grade 7 · English | 4 | — |
| 2025 · Grade 8 · English | — | — |
| 2025 · Grade 11 · English | 5 | — |
| 2025 · Grade 3 · Math | — | — |
| 2025 · Grade 4 · Math | 5 | — |
| 2025 · Grade 5 · Math | 4 | — |
| 2025 · Grade 6 · Math | — | — |
| 2025 · Grade 7 · Math | 5 | — |
| 2025 · Grade 8 · Math | — | — |
| 2025 · Grade 11 · Math | 5 | — |
| 2024 · Grade 3 · English | — | — |
| 2024 · Grade 4 · English | 5 | — |
| 2024 · Grade 5 · English | 5 | — |
| 2024 · Grade 6 · English | 7 | — |
| 2024 · Grade 7 · English | 7 | — |
| 2024 · Grade 8 · English | 7 | — |
| 2024 · Grade 11 · English | 8 | — |
| 2024 · Grade 3 · Math | — | — |
| 2024 · Grade 4 · Math | 4 | — |
| 2024 · Grade 5 · Math | 5 | — |
| 2024 · Grade 6 · Math | 10 | — |
| 2024 · Grade 7 · Math | 6 | — |
| 2024 · Grade 8 · Math | 10 | — |
| 2024 · Grade 11 · Math | 8 | — |
| 2023 · Grade 3 · English | — | — |
| 2023 · Grade 4 · English | — | — |
| 2023 · Grade 5 · English | — | — |
| 2023 · Grade 6 · English | 6 | — |
| 2023 · Grade 7 · English | 5 | — |
| 2023 · Grade 8 · English | 5 | — |
| 2023 · Grade 11 · English | — | — |
| 2023 · Grade 3 · Math | — | — |
| 2023 · Grade 4 · Math | — | — |
| 2023 · Grade 5 · Math | — | — |
| 2023 · Grade 6 · Math | 5 | — |
| 2023 · Grade 7 · Math | 5 | — |
| 2023 · Grade 8 · Math | 5 | — |
| 2023 · Grade 11 · Math | 5 | — |
| 2022 · Grade 3 · English | — | — |
| 2022 · Grade 4 · English | — | — |
| 2022 · Grade 5 · English | — | — |
| 2022 · Grade 6 · English | 5 | — |
| 2022 · Grade 7 · English | 7 | — |
| 2022 · Grade 8 · English | 5 | — |
| 2022 · Grade 11 · English | — | — |
| 2022 · Grade 3 · Math | — | — |
| 2022 · Grade 4 · Math | — | — |
| 2022 · Grade 5 · Math | — | — |
| 2022 · Grade 6 · Math | 5 | — |
| 2022 · Grade 7 · Math | 7 | — |
| 2022 · Grade 8 · Math | 5 | — |
| 2022 · Grade 11 · Math | — | — |
| 2019 · Grade 3 · English | 6 | — |
| 2019 · Grade 4 · English | 14 | 43% |
| 2019 · Grade 5 · English | 10 | — |
| 2019 · Grade 6 · English | 6 | — |
| 2019 · Grade 7 · English | 8 | — |
| 2019 · Grade 8 · English | 14 | 29% |
| 2019 · Grade 11 · English | 17 | 41% |
| 2019 · Grade 3 · Math | 7 | — |
| 2019 · Grade 4 · Math | 14 | 43% |
| 2019 · Grade 5 · Math | 11 | 9% |
| 2019 · Grade 6 · Math | 6 | — |
| 2019 · Grade 7 · Math | 9 | — |
| 2019 · Grade 8 · Math | 16 | 6% |
| 2019 · Grade 11 · Math | 18 | 6% |
| 2018 · Grade 3 · English | — | — |
| 2018 · Grade 4 · English | — | — |
| 2018 · Grade 5 · English | — | — |
| 2018 · Grade 6 · English | 12 | 50% |
| 2018 · Grade 7 · English | — | — |
| 2018 · Grade 8 · English | — | — |
| 2018 · Grade 11 · English | — | — |
| 2018 · Grade 3 · Math | — | — |
| 2018 · Grade 4 · Math | — | — |
| 2018 · Grade 5 · Math | — | — |
| 2018 · Grade 6 · Math | 14 | 43% |
| 2018 · Grade 7 · Math | — | — |
| 2018 · Grade 8 · Math | — | — |
| 2018 · Grade 11 · Math | 11 | 9% |
| 2017 · Grade 3 · English | — | — |
| 2017 · Grade 4 · English | — | — |
| 2017 · Grade 5 · English | 14 | 43% |
| 2017 · Grade 6 · English | — | — |
| 2017 · Grade 7 · English | 14 | 21% |
| 2017 · Grade 8 · English | 12 | 17% |
| 2017 · Grade 11 · English | 11 | 27% |
| 2017 · Grade 3 · Math | — | — |
| 2017 · Grade 4 · Math | — | — |
| 2017 · Grade 5 · Math | 16 | 19% |
| 2017 · Grade 6 · Math | — | — |
| 2017 · Grade 7 · Math | 17 | 12% |
| 2017 · Grade 8 · Math | 11 | 18% |
| 2017 · Grade 11 · Math | — | — |
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 | 24 | 0% | 17% | 62% | 21% |
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.
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 |
|---|
| Suspension rate2024–25 · 0 of 830 → 2025–26 · 0 of 726 · 0.0 percentage points |
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
| Measure | This school |
|---|---|
| AP offered | not reported |
| AP course count | not reported |
| AP enrollment (male/female) | not reported |
| IB participation | not reported |
| Dual enrollment | not offered |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 1 |
| Chemistry sections | 4 |
| Reported male/female enrollment (CRDC) | 423 |
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.
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$1,154 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 381
Central federal expenditures attributed here$553 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 381
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%
| 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 holders0.0%
CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.
The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 91602 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $102,914 |
| Bachelor's degree or higher (adults 25+) | 54% |
| ZIP-area population | 20,957 |
| Median age | 38.8 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. See all schools in ZIP code 91602 →
Downloads and methodologyCSV · sources · corrections
- Download CSV
- Methodology
- Data updates
- State test research files, California Department of Education (opens in new tab)
- Report a data issue
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · 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 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026
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