Public school · Los Angeles Unified · Los Angeles, California

Boys Academic Leadership Academy — Rating & test scores

Los Angeles · 6–12 · 69 students (2024–25)

1511 West 110th Street, 90047boysleadershipacad.lausd.org ↗(323) 820-6231
11thpercentileNeeds Support

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

Scope Score
23

Weighted composite · 2025–26
A weighted mix of four of the six middle school measures.

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

Well below California in English (reading and writing) and math, grades 6–8, spring 2026: 24% and 20% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 50
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

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

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Shared campus · © OpenStreetMap

The California School Campus Database records Ellington (Duke) High (Continuation) and George Washington Preparatory High 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.

42 in 100 students (36 of 85) missed 10% or more of school days in 2025–26. That compares with 24 in 100 at the average Los Angeles Unified middle school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 85. District and California figures are averages of school rates (225 Los Angeles Unified schools; 2,529 scored California middle schools), our calculation.

Common questions

How do I get in?

Boys Academic Leadership Academy is on LAUSD’s list of Schools for Advanced Studies (grades 6–12). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 59, read November 2, 2026. It is one of LAUSD’s Schools for Advanced Studies: from elsewhere in LAUSD, a child who meets the SAS criteria can apply for a seat through Choices (late applications from December 1, 2026). Evidence ↓

Is Boys Academic Leadership Academy a good middle school?

Boys Academic Leadership Academy scores higher than 11 in 100 of California’s 2,529 scored public middle schools: 11th percentile, Needs Support, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 42 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0 of 96 students were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, yes; in math, about as expected. In 2025, students here in grades 6–8 scored +5 points against the state’s expected score in English, which the state calls Accelerated. In math, they scored −3 points, which it calls Average.

  • Included in this measure: 34 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 24% of low-income students in grades 6–8 at Boys Academic Leadership Academy in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

What do families and students say?

94% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 32 answered).

  • 72% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 47 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 6–8, spring 2026, 24% scored Proficient or Advanced in English and 20% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 50
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 50 tested

Advanced
6%
Proficient
18%
Below the standard
76%
This school24%
California49%
Los Angeles Unified47%

24% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 50 tested

Advanced
4%
Proficient
16%
Below the standard
80%
This school20%
California37%
Los Angeles Unified35%

20% Proficient or Advanced in grades 6–8.

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
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced27%29%13%
Advanced9%8%0%
Proficient18%21%13%
Developing level0%13%34%
Minimal73%58%53%
Tested112415
California48%51%49%
Difference−21−22−36
English, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advancedsuppressed
Advancedsuppressed
Proficientsuppressed
Developing levelsuppressed
Minimalsuppressed
Tested5
California57%
Difference—

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced18%25%13%
Advanced0%8%0%
Proficient18%17%13%
Developing level0%13%20%
Minimal82%62%67%
Tested112415
California37%38%36%
Difference−19−13−23
Math, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advancedsuppressed
Advancedsuppressed
Proficientsuppressed
Developing levelsuppressed
Minimalsuppressed
Tested5
California32%
Difference—

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 →

Have results changed?

Results in both subjects were similar to 2025. English went from 26% to 24% and math from 17% to 20%.

English · top two levels · grades 6–8

202526%46 tested
→
202624%50 tested

This school

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

Math · top two levels · grades 6–8

202517%46 tested
→
202620%50 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

In English, yes; in math, about as expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +5 points against that expected score in English, which the state calls Accelerated. In math, they scored −3 points, which it calls Average.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 34
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 6–8 · 2025 · 34 students with scores in both years

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

+5 pts

English

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

−3 pts

Math

The state calls it Average, the third of its five growth levels.

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school6%18%16%60%50
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school4%16%12%68%50
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20195 tested years shown · English and math have stayed well below California in every tested year since 2019

Chart and table: 2019–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20192023202624%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20192023202620%37%

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

In grades 6–8, the share at the state’s top two levels in English went from 16% in 2019 to 24% in 2026. In math, it went from 3% in 2019 to 20% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201916%
94 tested		50%
1,390,416 tested
202226%
43 tested		47%
1,277,584 tested
202312%
43 tested		46%
1,267,562 tested
202526%
46 tested		49%
1,266,619 tested
202624%
50 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
20193%
97 tested		38%
1,394,239 tested
20222%
45 tested		31%
1,279,506 tested
20232%
43 tested		32%
1,272,024 tested
202517%
46 tested		36%
1,272,526 tested
202620%
50 tested		37%
1,254,800 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 5 points above that expected score, and in math 3 points below it.

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

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

What you can do

Who can act on Boys Academic Leadership Academy’s results?

Los Angeles Unified’s board decides Boys Academic Leadership Academy’s plan.

The state hasn’t placed Boys Academic Leadership Academy 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 often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Los Angeles Unified middle school, 24 in 100 were. 0 of 96 students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 36 of 85 students counted for it; suspension: 0 of 96 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified middle school 0.8%.

Chronically absent, 2025–26

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

36 of 85 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 96

students were suspended at least once. Average California middle school 3.7%.

Ask: When a student is suspended, what happens before and after, and who talks with the family?

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 50 in 100, 6 of 12
  • Grades 7–8: 43 in 100, 19 of 44
  • Grades 9–12: 38 in 100, 11 of 29
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
—
Admitted
—
Enrolled
—

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 Dominguez HillsApplied 6 · Admitted under 6 · Enrolled under 6
  • CSU BakersfieldApplied under 6 · Admitted under 6 · Enrolled —
  • CSU Channel IslandsApplied under 6 · Admitted under 6 · Enrolled —
  • Chico StateApplied under 6 · Admitted under 6 · Enrolled —
  • Fresno StateApplied under 6 · Admitted — · Enrolled —
  • Cal State FullertonApplied under 6 · Admitted under 6 · Enrolled —
  • Cal State Long BeachApplied under 6 · Admitted under 6 · Enrolled —
  • Cal State LAApplied under 6 · Admitted under 6 · Enrolled —
  • Cal Poly PomonaApplied under 6 · Admitted under 6 · Enrolled —
  • San Diego StateApplied under 6 · Admitted — · Enrolled —
  • Cal Poly San Luis ObispoApplied under 6 · Admitted — · Enrolled —
  • Cal State San MarcosApplied 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 — · Admitted — · Enrolled —
  • Fall 2024Applied 9 · Admitted 6 · Enrolled under 6
  • Fall 2023Applied under 6 · Admitted under 6 · Enrolled under 6
  • Fall 2022Applied — · Admitted — · Enrolled —
  • Fall 2021Applied — · Admitted — · Enrolled —

What people say

What do students, families and staff say?

On caring adults and safety, students and families here all answered more positively than at LAUSD schools in 2025–26.

LAUSD School Experience Survey, 2025–26

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

Students

Middle grades

47 of 47 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question72%LAUSD middle 64% · 47 answered
Belonging · average of 6 questions48%LAUSD middle 55% · 38–47 answered each
Caring adults · average of 8 questions68%LAUSD middle 61% · 46–47 answered each
Engagement · average of 6 questions62%LAUSD middle 58% · 46–47 answered each
High expectations · average of 2 questions80%LAUSD middle 73% · 46 answered
Bullied 2 or more times in the past 30 days · average of 5 questions40%LAUSD middle 19% · 38–46 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 45 student questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed72%64%47
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed70%63%46
I am happy to be at this schoolShare who agreed or strongly agreed40%64%47
I feel like I am part of this schoolShare who agreed or strongly agreed56%58%46
I feel accepted for who I am at this schoolShare who agreed or strongly agreed60%62%47
Most kids at this school are kind to each otherShare who agreed or strongly agreed28%31%47
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed34%53%38
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed70%61%47
The teachers at this school treat students fairlyShare who agreed or strongly agreed66%52%47
Teachers care if I'm absent from schoolShare who agreed or strongly agreed62%55%47
Adults at this school treat all students with respectShare who agreed or strongly agreed72%59%46
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed66%57%47
There is at least one adult at my school who supports meShare who agreed or strongly agreed70%69%47
Teachers at my school know meShare who agreed or strongly agreed72%64%47
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 agreed64%68%47
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed83%75%47
My teachers make learning funShare who agreed or strongly agreed60%44%47
Students have a voice in decision making at this schoolShare who agreed or strongly agreed46%48%46
Teachers encourage students to make decisionsShare who agreed or strongly agreed64%61%47
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 agreed63%75%46
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 agreed60%44%47
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed87%75%46
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 agreed74%70%46
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 it44%25%46
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 it56%30%45
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 it46%17%46
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 it20%10%46
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 it34%16%38
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed87%61%47
Students know how they are expected to actShare who agreed or strongly agreed43%45%47
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed72%76%46
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——40
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”89%72%47
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”77%71%47
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”81%68%47
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed63%62%46
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”48%50%46
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”56%42%46
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”64%54%45
I came to class preparedShare who answered “Often” or “Almost all the time”70%76%47
I remembered and followed directionsShare who answered “Often” or “Almost all the time”70%79%46
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”52%59%46
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”53%67%47
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”48%67%46
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”54%75%46

Each share counts the answer its row names.

High school grades

24 of 24 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question71%LAUSD high 65% · 24 answered
Belonging · average of 6 questions56%LAUSD high 61% · 23–24 answered each
Caring adults · average of 8 questions71%LAUSD high 61% · 23–24 answered each
Engagement · average of 6 questions50%LAUSD high 61% · 23 answered
High expectations · average of 3 questions72%LAUSD high 68% · 23 answered
Bullied 2 or more times in the past 30 days · average of 5 questions27%LAUSD high 10% · 24 answeredShare 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
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed71%65%24
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed70%65%23
I am happy to be at this schoolShare who agreed or strongly agreed50%64%24
I feel like I am part of this schoolShare who agreed or strongly agreed67%59%24
I feel accepted for who I am at this schoolShare who agreed or strongly agreed70%66%23
Most kids at this school are kind to each otherShare who agreed or strongly agreed33%46%24
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed46%63%24
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed61%62%23
The teachers at this school treat students fairlyShare who agreed or strongly agreed67%60%24
Teachers care if I'm absent from schoolShare who agreed or strongly agreed61%54%23
Adults at this school treat all students with respectShare who agreed or strongly agreed75%59%24
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed70%59%23
There is at least one adult at my school who supports meShare who agreed or strongly agreed83%68%23
Teachers at my school know meShare who agreed or strongly agreed83%61%23
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed71%66%24
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed65%73%23
My teachers make learning funShare who agreed or strongly agreed44%48%23
Students have a voice in decision making at this schoolShare who agreed or strongly agreed52%53%23
Teachers encourage students to make decisionsShare who agreed or strongly agreed61%64%23
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 agreed44%74%23
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 agreed35%53%23
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed65%71%23
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 agreed74%70%23
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed78%63%23
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 it33%15%24
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 it42%15%24
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 it25%6%24
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 it12%6%24
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 it21%10%24
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed61%61%23
Students know how they are expected to actShare who agreed or strongly agreed71%54%24
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed88%69%24
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——22
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”83%72%23
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”78%73%23
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”78%72%23
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed52%57%23
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”50%48%22
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”56%44%23
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”61%54%23
I came to class preparedShare who answered “Often” or “Almost all the time”74%76%23
I remembered and followed directionsShare who answered “Often” or “Almost all the time”83%81%23
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”65%67%23
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”67%69%24
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”62%74%24
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”58%79%24

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

35 of 46 family surveys came back (76%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question94%LAUSD middle 82% · 32 answered
Belonging · average of 4 questions93%LAUSD middle 89% · 31–35 answered each
Caring adults · average of 2 questions96%LAUSD middle 87% · 34 answered
Engagement · average of 3 questions90%LAUSD middle 84% · 34–35 answered each
High expectations · average of 2 questions92%LAUSD middle 84% · 30 answered
Bullying reports taken seriously · 1 question91%LAUSD middle 74% · 33 answered
All 38 family questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed94%82%32
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed91%89%34
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed94%90%34
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed94%88%31
I feel welcome to participate at this schoolShare who agreed or strongly agreed91%88%35
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed94%86%34
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed97%88%34
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed97%89%34
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed89%82%35
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed85%81%34
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed93%82%30
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed90%86%30
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed91%74%33
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed94%84%34
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed97%84%34
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed94%85%34
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed73%83%33
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed97%85%32
This school encourages my child to explore different career choicesShare who agreed or strongly agreed91%77%35
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed90%69%29
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed87%75%30
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed91%82%35
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed91%84%35
This school provides high quality instruction to my childShare who agreed or strongly agreed89%87%35
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed94%86%34
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed76%86%33
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed71%89%34
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed67%87%33
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed91%90%35
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed—82%16
This school provides information on grade level requirements for my childShare who agreed or strongly agreed97%86%32
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed94%84%32
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed97%83%34
This school offers extra academic support for my childShare who agreed or strongly agreed86%84%35
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed88%77%32
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed—82%13
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed100%91%33
Discipline is fair at this schoolShare who agreed or strongly agreed97%72%33

“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.

High school grades

32 of 32 family surveys came back (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question93%LAUSD high 81% · 30 answered
Belonging · average of 4 questions96%LAUSD high 87% · 30–32 answered each
Caring adults · average of 2 questions95%LAUSD high 86% · 32 answered
Engagement · average of 3 questions93%LAUSD high 83% · 32 answered
High expectations · average of 2 questions95%LAUSD high 89% · 29–30 answered each
Bullying reports taken seriously · 1 question94%LAUSD high 78% · 32 answered
All 40 family questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed93%81%30
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed97%87%32
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed94%88%32
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed97%86%30
I feel welcome to participate at this schoolShare who agreed or strongly agreed97%87%32
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed97%85%32
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed94%86%32
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed94%86%32
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed97%83%32
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed88%80%32
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed93%87%30
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed97%90%29
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed94%78%32
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed97%84%32
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed97%83%32
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed94%84%32
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed78%82%32
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed94%85%32
This school encourages my child to explore different career choicesShare who agreed or strongly agreed97%84%31
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed93%81%29
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed97%86%29
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed—85%8
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed—85%8
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed91%84%32
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed91%86%32
This school provides high quality instruction to my childShare who agreed or strongly agreed94%86%32
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed91%86%32
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed75%80%32
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed91%88%32
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed75%84%32
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed97%89%32
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed—83%15
This school provides information on grade level requirements for my childShare who agreed or strongly agreed97%87%29
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed93%83%30
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed94%82%32
This school offers extra academic support for my childShare who agreed or strongly agreed84%86%32
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed87%78%30
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed—80%16
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed97%89%31
Discipline is fair at this schoolShare who agreed or strongly agreed91%77%32

“—” 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

Fewer than 20 people answered each staff question here, so those answers aren’t shown. Ask about staff continuity, collaboration and support across the school.

Know this school? Add your answers

Have a child here? Answer 7 questions about how Boys Academic Leadership Academy works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Boys Academic Leadership Academy 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.

Fewer than 20 people answered each staff 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 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 students scored well below the same group across California in English.

Student groups, grades 6–8, spring 2026

24% of low-income students scored Proficient or Advanced in English (grades 6–8, spring 2026), against 39% for the same group across California.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Boys Academic Leadership AcademySame group, California
  • Low-incomeEnglish · 46 tested24%Same group, California 39%
  • Low-incomeMath · 46 tested20%Same group, California 26%

Proficient or Advanced, grades 6–8, spring 2026.

Who are the students?

2025–26 · students counted
1. Black or African American: 66%2. Hispanic or Latino: 31%Unallocated share: 3%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Black or African American66%
  2. Hispanic or Latino31%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share3%
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.

Who are the families and teachers?

91%of students qualified for free or reduced-price meals in 2024–25, 63 of 69. California: 63%.

7teachers, 2024–25

16 yearsaverage experience, 2024–25

14%in their first year, 2024–25

88%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 46 tested
English24%−1943%−1539%
Math20%−1131%−626%

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.

Black or African American students, 31 tested: no rate for grades 6 and 8 in our records, and fewer than 30 tested in the grades with one. No published rate here for Hispanic or Latino, Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners, students with disabilities and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Black or African American66%
Hispanic or Latino31%
White—
Asian—
Filipino—
Two or more races—
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: 88% of teaching positions, 7.4 properly credentialed teaching-position FTE out of 8.5 total position FTE (FTEs as rounded by the source; the share is CDE’s own). This measures positions, not individual teachers.

Next steps

How do I get in?

Ask Los Angeles Unified which school serves your address.

Applying to Boys Academic Leadership Academy for 2027–28

  1. Boys Academic Leadership Academy is on LAUSD’s list of Schools for Advanced Studies (grades 6–12). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 59, read November 2, 2026.

    LAUSD Choices brochure ↗

  2. If Boys Academic Leadership Academy is the school for your address, you don’t apply: you register with LAUSD, and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

  3. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026, join the end of the waiting list, and the school itself checks SAS eligibility when it contacts you about a seat.

    apply.lausd.net ↗

  4. As an SAS single-gender academy, it also takes applicants who live outside LAUSD, with an inter-district permit (brochure page 59).

Compare with other schools

How Choices, lotteries and waitlists work

School website: boysleadershipacad.lausd.org ↗Office: (323) 820-6231Administrator: Gilberto Samuel

Location and visiting

Get directions  (opens Google Maps in a new tab)
1511 West 110th Street, Los Angeles 90047

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

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 42 in 100 chronically absent, 2025–26 (36 of 85 students); average California middle school: 18 in 100
  2. What extra help do students who are behind get, and how do you know it’s working? 76% in English and 80% in math scored at the Developing or Minimal level, grades 6–8, spring 2026 (50 students tested in each); California: 51% and 63%
  3. When a student is suspended, what happens before and after, and who talks with the family?
  4. Does the school share its survey results with families, and what has it changed because of them?
  5. When a bullying report comes in, who handles it, and how is the family told? 40% (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%
  6. What is the school doing about this survey result? 67% of families agreed that “I have visited my child's school website to get information and/or access resources” (33 answered); LAUSD middle: 87%

Office (323) 820-62311511 West 110th Street, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle schools, 2026

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #2,235 of 2,529 California middle schools we score · #219 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math4%3642%
Proficient or Advancedaverage of English and math21%3523%
Chronically absent42 in 100255%
Suspension rate0 of 96625%
Grade gap (G6→G8, different students)-9.4pp—not scored

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. The weights above add to 75%: the remaining 25%, for measures with no value here, is shared out among the measures above.

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–262311#2235California middle schools · 2,529 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1930 in 1009.4% (11 of 117)−5
2021–22not on filenot on file+5
2022–23not on filenot on file+1
2023–2430 in 1000 of 86—
2024–2540 in 1001.1% (1 of 92)−24
2025–2642 in 1000 of 96−9

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

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2018–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English555%24%
2026 · Math554%18%
2025 · English528%27%
2025 · Math528%17%
2024 · English363%17%
2024 · Math360%3%
2023 · English585%24%
2023 · Math580%3%
2022 · English462%24%
2022 · Math480%2%
2019 · English940%16%
2019 · Math971%3%
2018 · English790%16%
2018 · Math801%8%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English1747%
2025 · Grade 7 · English119%
2025 · Grade 8 · English1817%
2025 · Grade 11 · English6—
2025 · Grade 6 · Math1729%
2025 · Grade 7 · Math119%
2025 · Grade 8 · Math1811%
2025 · Grade 11 · Math6—
2024 · Grade 6 · English4—
2024 · Grade 7 · English1414%
2024 · Grade 8 · English1118%
2024 · Grade 11 · English7—
2024 · Grade 6 · Math4—
2024 · Grade 7 · Math140%
2024 · Grade 8 · Math110%
2024 · Grade 11 · Math7—
2023 · Grade 6 · English1118%
2023 · Grade 7 · English176%
2023 · Grade 8 · English1513%
2023 · Grade 11 · English1560%
2023 · Grade 6 · Math110%
2023 · Grade 7 · Math170%
2023 · Grade 8 · Math157%
2023 · Grade 11 · Math157%
2022 · Grade 6 · English1315%
2022 · Grade 7 · English1436%
2022 · Grade 8 · English1625%
2022 · Grade 11 · English——
2022 · Grade 6 · Math130%
2022 · Grade 7 · Math166%
2022 · Grade 8 · Math160%
2022 · Grade 11 · Math——
2019 · Grade 6 · English2421%
2019 · Grade 7 · English4217%
2019 · Grade 8 · English2811%
2019 · Grade 6 · Math250%
2019 · Grade 7 · Math457%
2019 · Grade 8 · Math270%
2018 · Grade 6 · English4823%
2018 · Grade 7 · English316%
2018 · Grade 6 · Math4910%
2018 · Grade 7 · Math313%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide200%20%60%20%

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

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income4624%−19−15
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+534Accelerated−334Average
English-only students+530not categorized−1030not categorized
Low-income+330Average−230Average
Black or African American+723Accelerated−723Moderate
Students with disabilities−1812Moderate−3312Minimal

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. 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+5 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

34 students

CDE growth category: Accelerated

California growth model, English: +5 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math−3 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

34 students

CDE growth category: Average

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

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

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 40 in 100 → 2025–26 · 42 in 100 · +2 in 100
Suspension rate2024–25 · 1.1% (1 of 92) → 2025–26 · 0 of 96 · −1.1 percentage points
Group2018–192025–26Change
Male30 in 10042 in 100+12 in 100
Black or African American28 in 10043 in 100+15 in 100
Hispanic or Latino32 in 10042 in 100+10 in 100
Students with disabilities53 in 10052 in 100−1 in 100
Low-income31 in 10041 in 100+10 in 100
All students30 in 10042 in 100+12 in 100

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

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offerednot reported
AP course countnot reported
AP enrollment (male/female)not reported
IB participationnot reported
Dual enrollmentnot offered
Algebra I in grade 8not reported
Calculus sections0
Physics sections0
Chemistry sections2
Reported male/female enrollment (CRDC)66

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$671 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 69

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 69

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

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

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

How the California mean was selected

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

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

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

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

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders0.0%

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

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90047 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90047 area
MeasureEstimate
Median household income$71,664
Bachelor's degree or higher (adults 25+)22%
ZIP-area population50,974
Median age39.9 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 90047 →

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  • Its Scope Score is a middle 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 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · 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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