English
41%
scored Proficient or Advanced.
263335California alternative high schools33%
Alternative school · Los Angeles Unified
City of Angels
221 South Eastman Avenue, Los Angeles · Grades K–12
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Students, 2024–25
1,058
students in grades K–12, as the state counted them.
Solid51st percentile. Ranked only against California alternative high schools. Higher than 50 of the 97 other scored California alternative high schools.
City of Angels is an alternative school. Students are enrolled through a placement, application, or referral process specific to the program.
In 2024–25, 46% of the class graduated in four years (218 of 470); across California’s alternative high schools, 35%.
Source for this line
- Source
- CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
- Students
- students who started 9th grade together: 470
- Comparison
- Alternative high schools with a graduation record: graduates divided by students who started 9th grade together, across 122 public schools’ rows (our combination, not CDE’s published state rate; 8,737 of 24,956). It counts every school with a graduation record, so it can differ from the number of schools we rank.
Overview
Is City of Angels a good high school?
72 in 100 students (1,159 of 1,613) missed 10% or more of school days in 2025–26. That compares with 44 in 100 at the average California alternative high school we score.
Source for the sentence above
- Source for the sentence
- CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 1,613. The California figure is an average of school rates (96 scored California alternative high schools), our calculation.
In its own words
What does City of Angels say about itself?
We haven’t read City of Angels’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?
English results were similar to 2025; math results were higher. English stayed at 41% and math went from 7% to 12%.
Share at the state’s top two test levels, 2017 to 2026
Grade 11. Point at a year, tap it or use the arrow keys to read its figures.
English
No comparable testsNo tests25%50%75%2017201820192022202320242025202646%41%City of AngelsThis school
Math
No comparable testsNo tests25%50%75%201720182019202220232024202520266%12%City of AngelsThis school
The lines break where a year has no comparable state test results. Each spring tests a different group of students. 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 | City of Angels | Tested here |
|---|---|---|
| 2017 | 46% | 120 |
| 2018 | 37% | 358 |
| 2019 | 35% | 319 |
| 2022 | 38% | 975 |
| 2023 | 41% | 335 |
| 2024 | 41% | 286 |
| 2025 | 41% | 248 |
| 2026 | 41% | 197 |
| Spring | City of Angels | Tested here |
|---|---|---|
| 2017 | 6% | 112 |
| 2018 | 4% | 349 |
| 2019 | 6% | 308 |
| 2022 | 11% | 928 |
| 2023 | 7% | 334 |
| 2024 | 15% | 282 |
| 2025 | 7% | 244 |
| 2026 | 12% | 196 |
Tests
How does City of Angels compare with California alternative schools?
Above California alternative schools in English; near them in math.
Math
12%
scored Proficient or Advanced.
76127California alternative high schools14%
MinimalDeveloping levelProficientAdvanced
In grade 11, spring 2026, 41% scored Proficient or Advanced in English and 12% in math, against 33% and 14% at California alternative schools.
The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 11 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).
How does math compare with English?
In grade 11, spring 2026, math trails English by 29 percentage points in the share who scored Proficient or Advanced, against 19 points at California alternative schools. The grade 11 cards above give each subject’s share.
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 | suppressed | not on file |
| Advanced | suppressed | suppressed | not on file |
| Proficient | suppressed | suppressed | not on file |
| Developing level | suppressed | suppressed | not on file |
| Minimal | suppressed | suppressed | not on file |
| Tested | 5 | 9 | not on file |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | 19% | 26% | 29% |
| Advanced | 3% | 4% | 4% |
| Proficient | 16% | 22% | 25% |
| Developing level | 20% | 36% | 25% |
| Minimal | 61% | 38% | 46% |
| Tested | 36 | 47 | 93 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | 41% |
| Advanced | 6% |
| Proficient | 35% |
| Developing level | 33% |
| Minimal | 26% |
| Tested | 197 |
Math
| Measure | Grade 3 | Grade 4 | Grade 5 |
|---|---|---|---|
| Proficient or Advanced | suppressed | suppressed | not on file |
| Advanced | suppressed | suppressed | not on file |
| Proficient | suppressed | suppressed | not on file |
| Developing level | suppressed | suppressed | not on file |
| Minimal | suppressed | suppressed | not on file |
| Tested | 5 | 8 | not on file |
| Measure | Grade 6 | Grade 7 | Grade 8 |
|---|---|---|---|
| Proficient or Advanced | 6% | 17% | 14% |
| Advanced | 3% | 2% | 6% |
| Proficient | 3% | 15% | 8% |
| Developing level | 11% | 24% | 21% |
| Minimal | 83% | 59% | 65% |
| Tested | 35 | 46 | 93 |
| Measure | Grade 11 |
|---|---|
| Proficient or Advanced | 12% |
| Advanced | 5% |
| Proficient | 7% |
| Developing level | 12% |
| Minimal | 76% |
| Tested | 196 |
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 11 · This school | 6% | 35% | 33% | 26% | 197 |
| English, grade 11 · California alternative high schools | 10% | 23% | 29% | 38% | 11,827 |
| Math, grade 11 · This school | 5% | 7% | 12% | 76% | 196 |
| Math, grade 11 · California alternative high schools | 8% | 6% | 12% | 74% | 11,786 |
Spring 2026, grade 11 combined: 197 tested in English, 196 tested in math. California alternative schools combines those schools’ results, weighted by students tested (our calculation).
Who goes here
Who goes here?
Hispanic or Latino students are the largest group here, at 71% of students. 1,159 of 1,613 students missed 10% or more of school days.
Missing school, 2025–26
732023–24742024–25722025–26
72in 100
students were chronically absent. That means they missed 10% or more of school days (1,159 of 1,613 students).
At the average California alternative high school we score: 44 in 100.
Suspensions: 0.1% of students were suspended at least once (2 of 1,827). Average California alternative high school we score 1.0%.
Students, 2024–25
1,058
students in grades K–12.
Hispanic or Latino 71%Black or African American 11%White 10%Two or more races 2%Asian 2%Not reported 2%Filipino 1%
Family income
87%
of students qualified for free or reduced-price meals in 2024–25, 923 of 1,058.
Teachers, 2024–25
50
teachers, with 25 years of experience on average.
0% were in their first year.
31% of teaching positions had the right credential, 2021–22.
English learners
46%
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 (11 of 24 students).
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.
Missing school, by grade
- Grades 4–6
- 41 of 66 students in grades 4–6 were chronically absent.
- Grades 7–8
- 70 in 100 students in grades 7–8 were chronically absent (150 of 214).
- Grades 9–12
- 73 in 100 students in grades 9–12 were chronically absent (950 of 1,299).
Our records hold no figure for Grades K–3.
Full student mix, 2025–26
| Students | Here |
|---|---|
| Hispanic or Latino | 71% |
| Black or African American | 11% |
| White | 10% |
| Two or more races | 2% |
| Asian | 2% |
| Not reported | 2% |
| Filipino | 1% |
| American Indian or Alaska Native | — |
| Pacific Islander | — |
Where these figures come from
Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. 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: 172.4 of 562 full-time teaching positions. It counts positions, not individual teachers.
Student groups
How do kids like mine do here?
Two student groups at City of Angels have test results. Each bar compares one group with the same group at California alternative high schools.
This schoolThe same group, California alternative high schools
- Low-incomeEnglish · 165 tested40%California alternative high schools 30%
- Low-incomeMath · 164 tested12%California alternative high schools 13%
- Hispanic or LatinoEnglish · 139 tested36%California alternative high schools 31%
- Hispanic or LatinoMath · 139 tested12%California alternative high schools 12%
Share who scored Proficient or Advanced, grade 11, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).
Every group’s results against California alternative high schools
Low-income is the state’s “socioeconomically disadvantaged” group.
Proficient or Advancedgrade 11 · spring 2026
| Group and subject | Here | vs California alternative high schools |
|---|---|---|
| Low-income · 165 tested in English, 164 in math | ||
| English | 40% | +1030% |
| Math | 12% | −113% |
| Hispanic or Latino · 139 tested | ||
| English | 36% | +531% |
| Math | 12% | 012% |
Each gap is to the same group, grades and subject at California alternative high schools. No group that is behind at California alternative high schools does 10 or more points better here.
Black or African American and White students: fewer than 30 tested here. No published rate here for Asian, Filipino, 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.
After high school
How many students here graduate, and where do they go next?
46% of students graduated in four years in 2024–25. That compares with 35% at California alternative high schools. 17% were ready for college or career (state measure) in 2024–25. 30% of the class of 2023 enrolled in college within 12 months.
ready for college or career (state measure), 2024–25
17%
of graduates finished the UC/CSU course list, 2024–25
58%
Graduation, college and university records
Preparation · each measure describes a different student group
Graduated in four years
46%
California alternative high schools: 35%
Ready for college or career (state measure)
17%
California alternative high schools: 11%
Finished the UC/CSU course list
58%
California alternative high schools: 19%
Destinations · class of 2023
Where students who finished high school went
30% enrolled in college within 12 months · 318 students who finished high school
- University of California UC detail ↓3 · 1%
- California State University CSU detail ↓14 · 5%
- California community college61 · 19%
- In-state private10 · 3%
- Out-of-state, 4-year6 · 2%
- Out-of-state, 2-year1 · <1%
- Not enrolled223 · 70%
Source: CDE college-going records, class of 2023. Shares are our arithmetic: each count divided by all high-school completers (graduates and other students who finished), rounded together so they total 100. “Not enrolled” does not describe employment, military service or other routes.
Where the class of 2023 went
30%enrolled in college within a year
318 completers, class of 2023
- University of California3 (1%)
- California State University14 (5%)
- California community college61 (19%)
- In-state private10 (3%)
- Out-of-state, 4-year6 (2%)
- Out-of-state, 2-year1 (0%)
- Not enrolled223 (70%)
Source: CDE’s college-going rate for the class of 2023 (enrolled in college within 12 months). Shares are our arithmetic: count ÷ completers, rounded together so they total 100. A dash means we have no figure for that row; it isn’t zero.
Where these figures come fromEach measure’s source, student group and definition
- Graduated in four years
- 2024–25 · 218 of 470 students who started 9th grade together. California Department of Education, adjusted cohort graduation records. Comparison is SchoolScope’s combination of graduates and cohort counts across the reference schools, not CDE’s published state rate.
- Ready for college or career (state measure)
- 2024–25 · 79 of 474 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. Comparison is SchoolScope’s combination of Prepared students and indicator students across California alternative high schools, not a CDE figure.
- Finished the UC/CSU course list
- 2024–25 · 126 of 218 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment. Comparison is SchoolScope’s combination of graduates who finished the list across California alternative high schools, not a CDE figure.
- Where students who finished high school went
- CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.
A closer look: UC and CSU admission recordsApplied, admitted and enrolled, from each university system’s own records
UC’s own records
University of California
- Applied
- 11
- Admitted
- 8
- Enrolled
- under 3
By campus · fall 2025
- UCLAApplied 9 · Admitted under 3 · Enrolled under 3
- UC IrvineApplied 8 · Admitted under 3 · Enrolled under 3
- UC RiversideApplied 7 · Admitted 6 · Enrolled under 3
- UC San DiegoApplied 7 · Admitted under 3 · Enrolled under 3
- UC BerkeleyApplied 5 · Admitted under 3 · Enrolled under 3
- UC Santa BarbaraApplied 5 · Admitted 3 · Enrolled under 3
Each fall since 2016
- Fall 2025Applied 11 · Admitted 8 · Enrolled under 3
- Fall 2024Applied 23 · Admitted 17 · Enrolled 7
- Fall 2023Applied 25 · Admitted 14 · Enrolled 3
- Fall 2022Applied 63 · Admitted 36 · Enrolled 17
- Fall 2021Applied 15 · Admitted 8 · Enrolled under 3
- Fall 2020Applied 12 · Admitted 6 · Enrolled under 3
- Fall 2019Applied 7 · Admitted 4 · Enrolled under 3
- Fall 2018Applied 14 · Admitted 6 · Enrolled under 3
- Fall 2017Applied 10 · Admitted 3 · Enrolled under 3
- Fall 2016Applied 5 · Admitted under 3 · Enrolled under 3
CSU’s own records
California State University
- Applied
- 25
- Admitted
- 24
- Enrolled
- 11
By campus · falls 2021–2025 added together
- Cal State LAApplied 121 · Admitted 105 · Enrolled 21
- Cal State NorthridgeApplied 121 · Admitted 106 · Enrolled 44
- Cal State Long BeachApplied 110 · Admitted 31 · Enrolled under 6
- Cal State Dominguez HillsApplied 69 · Admitted 58 · Enrolled 7
- Cal State FullertonApplied 52 · Admitted 31 · Enrolled under 6
- Cal Poly PomonaApplied 47 · Admitted 25 · Enrolled under 6
- San Diego StateApplied 22 · Admitted under 6 · Enrolled —
- CSU Channel IslandsApplied 21 · Admitted 19 · Enrolled under 6
- San Francisco StateApplied 20 · Admitted 15 · Enrolled —
- CSU BakersfieldApplied 19 · Admitted 14 · Enrolled —
- Chico StateApplied 13 · Admitted 11 · Enrolled under 6
- Cal State San BernardinoApplied 12 · Admitted 11 · Enrolled under 6
- Sacramento StateApplied 11 · Admitted 10 · Enrolled —
- Cal Poly San Luis ObispoApplied 11 · Admitted under 6 · Enrolled —
- Cal State East BayApplied 10 · Admitted 6 · Enrolled —
- San José StateApplied 10 · Admitted 6 · Enrolled —
- Cal Poly HumboldtApplied 9 · Admitted 6 · Enrolled —
- Fresno StateApplied 6 · Admitted under 6 · Enrolled —
- Cal State Monterey BayApplied 6 · Admitted under 6 · Enrolled —
- Cal Poly Maritime AcademyApplied under 6 · Admitted under 6 · Enrolled —
- Cal State San MarcosApplied under 6 · Admitted under 6 · Enrolled —
- Sonoma StateApplied under 6 · Admitted under 6 · Enrolled —
- Stanislaus StateApplied under 6 · Admitted under 6 · Enrolled —
Each fall since 2021
- Fall 2025Applied 25 · Admitted 24 · Enrolled 11
- Fall 2024Applied 38 · Admitted 32 · Enrolled 11
- Fall 2023Applied 46 · Admitted 36 · Enrolled 17
- Fall 2022Applied 108 · Admitted 101 · Enrolled 37
- Fall 2021Applied 25 · Admitted 23 · Enrolled 10
Advanced courses on record
What other courses and pathways are on record?
- College courses in high school (dual enrollment)
- 22 students took one
What people say
What do students, families and staff say?
Los Angeles Unified asked the people at City of Angels 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%.
Students, middle grades
119 answered
Feeling safe85%
Belonging71%
Caring adults79%
Having a say61%
High expectations83%
- Happened to them 2 or more times in 30 days · lower is better
- Had mean rumors or lies spread about you?12%
- Had sexual jokes, comments, or gestures made to you?10%
Students, high school grades
656 answered
Feeling safe91%
Belonging78%
Caring adults81%
Having a say67%
High expectations81%
- Happened to them 2 or more times in 30 days · lower is better
- Had mean rumors or lies spread about you?5%
- Been made fun of because of your looks or the way you talk?5%
Families, elementary grades
Parents and guardians · 54 surveys came back
Child is safe80%
Feeling welcome89%
Caring adults90%
Being included83%
Bullying handled76%
Families, middle grades
Parents and guardians · 89 surveys came back
Child is safe78%
Feeling welcome84%
Caring adults92%
Being included76%
High expectations82%
Bullying handled73%
Families, high school grades
Parents and guardians · 286 surveys came back
Child is safe76%
Feeling welcome84%
Caring adults88%
Being included80%
High expectations83%
Bullying handled72%
Staff, elementary grades
Teachers and other staff · 87 answered, 52 of them teachers
Feeling safe99%
Caring adults91%
High expectations96%
Little bullying99%
Staff, middle grades
Teachers and other staff · 87 answered, 52 of them teachers
Feeling safe99%
Caring adults91%
High expectations96%
Little bullying99%
Staff, high school grades
Teachers and other staff · 87 answered, 52 of them teachers
Feeling safe99%
Caring adults91%
High expectations96%
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 45 student questions, middle grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe in this school or in online school sessions | 85% | 119 |
| Belonging | ||
| This school is a supportive and inviting place for students to learn | 84% | 115 |
| I am happy to be at this school | 74% | 117 |
| I feel like I am part of this school | 67% | 115 |
| I feel accepted for who I am at this school | 76% | 115 |
| Most kids at this school are kind to each other | 60% | 117 |
| LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted | 64% | 93 |
| Caring adults | ||
| Teachers go out of their way to help students | 83% | 115 |
| The teachers at this school treat students fairly | 85% | 115 |
| Teachers care if I'm absent from school | 86% | 113 |
| Adults at this school treat all students with respect | 81% | 118 |
| There is an adult at my school whom I trust and can talk to no matter what is bothering me | 65% | 114 |
| There is at least one adult at my school who supports me | 80% | 114 |
| Teachers at my school know me | 70% | 114 |
| If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me | 80% | 117 |
| Engagement | ||
| Teachers give students a chance to take part in classroom discussions or activities | 79% | 116 |
| My teachers make learning fun | 62% | 114 |
| Students have a voice in decision making at this school | 63% | 117 |
| Teachers encourage students to make decisions | 74% | 116 |
| There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class | 62% | 115 |
| 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 activities | 26% | 117 |
| High expectations | ||
| In my classes, my teachers tell me how I can make my work better | 87% | 117 |
| Adults at this school encourage me to work hard so I can be successful in college or at the job I choose | 78% | 115 |
| Bullied 2 or more times in the past 30 days | ||
| Had mean rumors or lies spread about you?A lower share means fewer students reported it. | 12% | 117 |
| Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it. | 10% | 116 |
| Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it. | 9% | 115 |
| Been bullied online?A lower share means fewer students reported it. | 10% | 116 |
| Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it. | 10% | 93 |
| Other questions | ||
| The teachers at this school grade me fairly | 86% | 115 |
| Students know how they are expected to act | 66% | 117 |
| Adults at this school clearly inform students what would happen if they break school rules | 75% | 117 |
| What is the highest level of education that you plan to complete? | — | 77 |
| I can change my intelligence with hard work | 80% | 116 |
| I can increase my intelligence by challenging myself | 74% | 113 |
| I am capable of learning anything | 75% | 114 |
| I feel safe in the neighborhood around this school | 67% | 116 |
| I can do well on all my tests, even when they're difficult | 47% | 114 |
| I can master the hardest topics in my classes | 42% | 113 |
| I can meet all the learning goals my teachers set | 58% | 113 |
| I came to class prepared | 84% | 118 |
| I remembered and followed directions | 85% | 117 |
| I paid attention, even when there were distractions | 72% | 117 |
| How well did you get along with students who are different from you? | 58% | 118 |
| When others disagreed with you, how respectful were you of their views? | 81% | 118 |
| How carefully did you listen to other people's points of view? | 75% | 118 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 46 student questions, high grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe in this school or in online school sessions | 91% | 656 |
| Belonging | ||
| This school is a supportive and inviting place for students to learn | 88% | 637 |
| I am happy to be at this school | 83% | 654 |
| I feel like I am part of this school | 75% | 647 |
| I feel accepted for who I am at this school | 83% | 646 |
| Most kids at this school are kind to each other | 68% | 653 |
| LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted | 71% | 650 |
| Caring adults | ||
| Teachers go out of their way to help students | 86% | 638 |
| The teachers at this school treat students fairly | 89% | 642 |
| Teachers care if I'm absent from school | 85% | 643 |
| Adults at this school treat all students with respect | 86% | 655 |
| There is an adult at my school whom I trust and can talk to no matter what is bothering me | 70% | 634 |
| There is at least one adult at my school who supports me | 80% | 632 |
| Teachers at my school know me | 69% | 627 |
| If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me | 83% | 650 |
| Engagement | ||
| Teachers give students a chance to take part in classroom discussions or activities | 84% | 637 |
| My teachers make learning fun | 70% | 632 |
| Students have a voice in decision making at this school | 71% | 642 |
| Teachers encourage students to make decisions | 84% | 637 |
| There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class | 65% | 637 |
| 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 activities | 26% | 640 |
| High expectations | ||
| In my classes, my teachers tell me how I can make my work better | 89% | 639 |
| Adults at this school encourage me to work hard so I can be successful in college or at the job I choose | 87% | 637 |
| Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc) | 66% | 632 |
| Bullied 2 or more times in the past 30 days | ||
| Had mean rumors or lies spread about you?A lower share means fewer students reported it. | 5% | 649 |
| Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it. | 5% | 648 |
| Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it. | 3% | 646 |
| Been bullied online?A lower share means fewer students reported it. | 3% | 646 |
| Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it. | 4% | 648 |
| Other questions | ||
| The teachers at this school grade me fairly | 90% | 638 |
| Students know how they are expected to act | 76% | 641 |
| Adults at this school clearly inform students what would happen if they break school rules | 81% | 638 |
| What is the highest level of education that you plan to complete? | — | 482 |
| I can change my intelligence with hard work | 81% | 639 |
| I can increase my intelligence by challenging myself | 82% | 638 |
| I am capable of learning anything | 80% | 638 |
| I feel safe in the neighborhood around this school | 74% | 652 |
| I can do well on all my tests, even when they're difficult | 59% | 629 |
| I can master the hardest topics in my classes | 48% | 628 |
| I can meet all the learning goals my teachers set | 63% | 627 |
| I came to class prepared | 82% | 641 |
| I remembered and followed directions | 86% | 640 |
| I paid attention, even when there were distractions | 82% | 640 |
| How well did you get along with students who are different from you? | 66% | 641 |
| When others disagreed with you, how respectful were you of their views? | 83% | 639 |
| How carefully did you listen to other people's points of view? | 86% | 640 |
A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.
All 34 family questions, elementary grades
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| My child is safe on school grounds | 80% | 45 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 86% | 52 |
| Teachers treat me with respect in-person and online | 90% | 52 |
| I am greeted by school staff when I visit this school | 84% | 44 |
| I feel welcome to participate at this school | 94% | 52 |
| Caring adults | ||
| Teachers take my concerns seriously | 88% | 52 |
| Teachers at this school let me know about my child's progress | 92% | 52 |
| Engagement | ||
| This school informs me about school activities in different ways | 87% | 53 |
| This school includes me in important decisions about my child's education | 87% | 53 |
| This school recruits and organizes parents to help and support the school | 74% | 51 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 76% | 51 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 83% | 52 |
| Clerical/office staff respond to my needs in a timely manner | 81% | 52 |
| Teachers respond to my needs in a timely manner | 90% | 52 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 81% | 52 |
| I am satisfied with my school's communication about how to support my child's learning | 83% | 52 |
| This school encourages my child to explore different career choices | 79% | 52 |
| This school provides instructional resources to help me support my child's education | 91% | 53 |
| This school offers extra activities for my child's personal growth | 79% | 53 |
| This school provides high quality instruction to my child | 86% | 51 |
| I am satisfied with how much my child is learning at this school | 83% | 53 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 74% | 51 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 86% | 52 |
| I have visited my child's school website to get information and/or access resources | 85% | 52 |
| This school provides me with information (verbal and written) I can understand | 89% | 53 |
| School staff provide translation and interpretation services when I need them | 84% | 44 |
| This school provides information on grade level requirements for my child | 87% | 46 |
| This school informs me about activities sponsored by the parent and family center | 87% | 45 |
| I can easily find information about parent workshops or other programs offered at this school | 82% | 51 |
| This school offers extra academic support for my child | 77% | 53 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 82% | 44 |
| I have received information about my child's progress as an English Learner | 82% | 44 |
| My child is clearly informed about the consequences of breaking school rules | 84% | 51 |
| Discipline is fair at this school | 79% | 52 |
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 | 78% | 79 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 78% | 85 |
| Teachers treat me with respect in-person and online | 94% | 86 |
| I am greeted by school staff when I visit this school | 82% | 78 |
| I feel welcome to participate at this school | 84% | 88 |
| Caring adults | ||
| Teachers take my concerns seriously | 91% | 86 |
| Teachers at this school let me know about my child's progress | 93% | 86 |
| Engagement | ||
| This school informs me about school activities in different ways | 78% | 88 |
| This school includes me in important decisions about my child's education | 82% | 88 |
| This school recruits and organizes parents to help and support the school | 67% | 85 |
| High expectations | ||
| School staff expect my child to attend college | 78% | 81 |
| School staff expect my child to graduate from high school | 87% | 77 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 73% | 85 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 75% | 85 |
| Clerical/office staff respond to my needs in a timely manner | 80% | 85 |
| Teachers respond to my needs in a timely manner | 90% | 86 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 88% | 85 |
| I am satisfied with my school's communication about how to support my child's learning | 91% | 85 |
| This school encourages my child to explore different career choices | 68% | 87 |
| School staff help me understand the requirements for CSU/UC admission | 68% | 77 |
| School staff help me understand which courses my child needs to graduate from high school | 79% | 75 |
| This school provides instructional resources to help me support my child's education | 86% | 88 |
| This school offers extra activities for my child's personal growth | 70% | 88 |
| This school provides high quality instruction to my child | 87% | 86 |
| I am satisfied with how much my child is learning at this school | 83% | 87 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 74% | 85 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 95% | 85 |
| I have visited my child's school website to get information and/or access resources | 86% | 85 |
| This school provides me with information (verbal and written) I can understand | 90% | 88 |
| School staff provide translation and interpretation services when I need them | 78% | 71 |
| This school provides information on grade level requirements for my child | 85% | 81 |
| This school informs me about activities sponsored by the parent and family center | 78% | 76 |
| I can easily find information about parent workshops or other programs offered at this school | 81% | 85 |
| This school offers extra academic support for my child | 82% | 88 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 71% | 75 |
| I have received information about my child's progress as an English Learner | 77% | 74 |
| My child is clearly informed about the consequences of breaking school rules | 95% | 85 |
| Discipline is fair at this school | 79% | 85 |
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 | 76% | 237 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and online | 84% | 280 |
| Teachers treat me with respect in-person and online | 91% | 281 |
| I am greeted by school staff when I visit this school | 74% | 244 |
| I feel welcome to participate at this school | 87% | 286 |
| Caring adults | ||
| Teachers take my concerns seriously | 89% | 281 |
| Teachers at this school let me know about my child's progress | 88% | 280 |
| Engagement | ||
| This school informs me about school activities in different ways | 82% | 281 |
| This school includes me in important decisions about my child's education | 87% | 286 |
| This school recruits and organizes parents to help and support the school | 70% | 282 |
| High expectations | ||
| School staff expect my child to attend college | 78% | 259 |
| School staff expect my child to graduate from high school | 89% | 266 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this school | 72% | 273 |
| Other questions | ||
| Clerical/office staff take my concerns seriously | 81% | 281 |
| Clerical/office staff respond to my needs in a timely manner | 84% | 281 |
| Teachers respond to my needs in a timely manner | 89% | 281 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school | 80% | 274 |
| I am satisfied with my school's communication about how to support my child's learning | 87% | 275 |
| This school encourages my child to explore different career choices | 79% | 286 |
| School staff help me understand the requirements for CSU/UC admission | 72% | 260 |
| School staff help me understand which courses my child needs to graduate from high school | 83% | 265 |
| School staff help me understand how to apply for financial aid for college | 80% | 92 |
| School staff help me understand how to help my child apply for college | 78% | 92 |
| This school provides instructional resources to help me support my child's education | 84% | 286 |
| This school offers extra activities for my child's personal growth | 71% | 285 |
| This school provides high quality instruction to my child | 87% | 286 |
| I am satisfied with how much my child is learning at this school | 87% | 285 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances | 61% | 275 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignments | 92% | 282 |
| I have visited my child's school website to get information and/or access resources | 80% | 275 |
| This school provides me with information (verbal and written) I can understand | 91% | 285 |
| School staff provide translation and interpretation services when I need them | 74% | 222 |
| This school provides information on grade level requirements for my child | 88% | 266 |
| This school informs me about activities sponsored by the parent and family center | 73% | 249 |
| I can easily find information about parent workshops or other programs offered at this school | 76% | 281 |
| This school offers extra academic support for my child | 80% | 283 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available online | 68% | 225 |
| I have received information about my child's progress as an English Learner | 72% | 221 |
| My child is clearly informed about the consequences of breaking school rules | 88% | 275 |
| Discipline is fair at this school | 75% | 274 |
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 | 99% | 85 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 85% | 87 |
| Adults at this school treat all students with respect | 96% | 80 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 95% | 85 |
| This school emphasizes teaching lessons in ways relevant to students | 98% | 81 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 99% | 84 |
| Other questions | ||
| I have the materials I need to do my job well | 86% | 87 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 83% | 87 |
| I get the help I need to communicate with parents | 91% | 87 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 98% | 87 |
| I feel safe in the neighborhood around my school | 95% | 84 |
| At this school, parents treat me with respect. | 87% | 86 |
| This school is a supportive and inviting place for staff to work | 75% | 85 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 67% | 86 |
| How many adults at this school support and treat each other with respect? | 84% | 86 |
| How many adults at this school feel a responsibility to improve this school? | 78% | 86 |
| Students treat adults at this school with respect | 98% | 82 |
| This school clearly communicates to students the consequences of breaking school rules | 88% | 77 |
| This school effectively handles student discipline and behavioral problems | 93% | 71 |
| Racial/ethnic conflict among students | 98% | 83 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 71% | 41 |
| 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) | — | 17 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | — | 16 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | — | 16 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | — | 16 |
| I know which of my students are long-term English learners (LTELs) (teachers) | — | 16 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 23% | 48 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 30% | 47 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 15% | 47 |
| Teachers meet to examine student performance data (teachers) | 17% | 48 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 16% | 45 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 94% | 48 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 88% | 49 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 96% | 48 |
| I feel confident integrating technology into my instruction (teachers) | 94% | 49 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 76% | 49 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 80% | 49 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 78% | 49 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 78% | 49 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 71% | 49 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 80% | 49 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 80% | 49 |
| I enjoy teaching at this school (teachers) | 94% | 48 |
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 | 99% | 85 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 85% | 87 |
| Adults at this school treat all students with respect | 96% | 80 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 95% | 85 |
| This school emphasizes teaching lessons in ways relevant to students | 98% | 81 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 99% | 84 |
| Other questions | ||
| I have the materials I need to do my job well | 86% | 87 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 83% | 87 |
| I get the help I need to communicate with parents | 91% | 87 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 98% | 87 |
| I feel safe in the neighborhood around my school | 95% | 84 |
| At this school, parents treat me with respect. | 87% | 86 |
| This school is a supportive and inviting place for staff to work | 75% | 85 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 67% | 86 |
| How many adults at this school support and treat each other with respect? | 84% | 86 |
| How many adults at this school feel a responsibility to improve this school? | 78% | 86 |
| Students treat adults at this school with respect | 98% | 82 |
| This school clearly communicates to students the consequences of breaking school rules | 88% | 77 |
| This school effectively handles student discipline and behavioral problems | 93% | 71 |
| Racial/ethnic conflict among students | 98% | 83 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | 94% | 46 |
| Teachers expect most students in this school to go to college (teachers) | 74% | 46 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | 94% | 46 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 71% | 41 |
| 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) | — | 17 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | — | 16 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | — | 16 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | — | 16 |
| I know which of my students are long-term English learners (LTELs) (teachers) | — | 16 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 23% | 48 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 30% | 47 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 15% | 47 |
| Teachers meet to examine student performance data (teachers) | 17% | 48 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 16% | 45 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 94% | 48 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 88% | 49 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 96% | 48 |
| I feel confident integrating technology into my instruction (teachers) | 94% | 49 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 76% | 49 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 80% | 49 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 78% | 49 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 78% | 49 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 71% | 49 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 80% | 49 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 80% | 49 |
| I enjoy teaching at this school (teachers) | 94% | 48 |
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 | 99% | 85 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interests | 85% | 87 |
| Adults at this school treat all students with respect | 96% | 80 |
| High expectations | ||
| This school sets high standards for academic performance for all students | 95% | 85 |
| This school emphasizes teaching lessons in ways relevant to students | 98% | 81 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among students | 99% | 84 |
| Other questions | ||
| I have the materials I need to do my job well | 86% | 87 |
| Generally speaking, my technology issues are resolved within an acceptable time period | 83% | 87 |
| I get the help I need to communicate with parents | 91% | 87 |
| The child abuse training I receive adequately prepares me to address child abuse at my school | 98% | 87 |
| I feel safe in the neighborhood around my school | 95% | 84 |
| At this school, parents treat me with respect. | 87% | 86 |
| This school is a supportive and inviting place for staff to work | 75% | 85 |
| This school promotes personnel participation in decision-making that affects the school practices and policies | 67% | 86 |
| How many adults at this school support and treat each other with respect? | 84% | 86 |
| How many adults at this school feel a responsibility to improve this school? | 78% | 86 |
| Students treat adults at this school with respect | 98% | 82 |
| This school clearly communicates to students the consequences of breaking school rules | 88% | 77 |
| This school effectively handles student discipline and behavioral problems | 93% | 71 |
| Racial/ethnic conflict among students | 98% | 83 |
| The curriculum at this school is focused on helping students get ready for college (teachers) | 94% | 46 |
| Teachers expect most students in this school to go to college (teachers) | 74% | 46 |
| Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers) | 94% | 46 |
| The MyPGS informal observation process has helped me improve my teaching (teachers) | 71% | 41 |
| 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) | — | 17 |
| I use ELPAC scores to plan instruction for my English learner students (teachers) | — | 16 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers) | — | 16 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers) | — | 16 |
| I know which of my students are long-term English learners (LTELs) (teachers) | — | 16 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers) | 23% | 48 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers) | 30% | 47 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers) | 15% | 47 |
| Teachers meet to examine student performance data (teachers) | 17% | 48 |
| Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers) | 16% | 45 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers) | 94% | 48 |
| I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers) | 88% | 49 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers) | 96% | 48 |
| I feel confident integrating technology into my instruction (teachers) | 94% | 49 |
| What I learn in our school professional development meetings addresses my students' needs (teachers) | 76% | 49 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers) | 80% | 49 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers) | 78% | 49 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers) | 78% | 49 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers) | 71% | 49 |
| The professional development I received this year has helped me to understand and use data to inform my instruction (teachers) | 80% | 49 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers) | 80% | 49 |
| I enjoy teaching at this school (teachers) | 94% | 48 |
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.
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 City of Angels. 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.
Money
Where does the money go?
$19,752 for each student in 2024–25. California’s high schools spent $20,309 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.
$19,752
for each student at this school, 2024–25- Spent at the school
- $14,745
- The school’s share of district office costs
- $5,007
- Of the total, from federal funds
- $2,009
- City of Angels$19,752
- Los Angeles Unified high schools$23,805
- California high schools$20,309
The district and California figures combine their high schools, weighted by enrollment (our calculation, 1,655 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 City of Angels like?
These figures are for everyone who lives in ZIP code 90063. They are not figures for the families at City of Angels.
Typical household income in a year
$72,942
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 90063.
- Typical home value
- $660,600
- People who live in this ZIP code
- 48,397
- Typical age
- 35.4 years
- Adults 25 and older with a four-year college degree
- 13%
What you can do
Who can act on City of Angels’ results?
The state has City of Angels 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.
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
Reading screening in kindergarten through grade 2
California law requires schools to screen kindergartners through second graders for reading difficulties every year, with some exceptions. You get notice at least 15 days before, results within 45 days, and can opt out in writing.
Kindergartners can’t be screened before the 91st school day; transitional kindergarten isn’t covered.
If screening shows your child may be at risk for reading difficulties, the school must provide supports. That result isn’t a diagnosis, and screening can’t be used to delay a special-education evaluation.
Ask how many K–2 students screening found at risk last year, and how many got extra reading help.
California Education Code § 53008. Source
Questions to ask
What should I ask, and when?
Bring these 8 questions to City of Angels. Confirm anything about applying with the school itself.
On a tour
- Do families get each child’s absence count during the year, and what happens once a child starts missing school?72 in 100 chronically absent, 2025–26 (1,159 of 1,613 students); average California alternative high school: 44 in 100
- What extra help do low-income students get, and how do you know it’s working?11% of low-income students scored Proficient or Advanced in math, grades 6–8 and 11, spring 2026 (303 students tested)
- When a bullying report comes in, who handles it, and how is the family told?10% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26
- Which courses and career pathways does the school run, and who can enroll?
- How do counselors help students plan for college, training or work?
- What support is available when a student falls behind on graduation requirements?
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 do I get in?
Ask City of Angels how students enroll.
Where it is
Where is City of Angels?
- Address
- 221 South Eastman Avenue, Los Angeles 90063Get directions (opens Google Maps in a new tab)
- Office
- (323) 415-8350
- Website
- cityofangelsschool.org
- Administrator
- Vince CarbinoAs the state’s school directory lists it, last updated August 17, 2023.
Nearby high schools
The closest first, by straight-line distance from this campus. No standing is shown beside City of Angels: it is compared only with schools of its own kind.
- Alliance Morgan McKinzie High0.2 mi · Charter school. Check how it admits students.
- East Los Angeles Renaissance Academy at Esteban E. Torres High No. 20.8 mi
- Engineering and Technology Academy at Esteban E. Torres High No. 30.8 mi
- Esteban Torres East LA Performing Arts Magnet0.8 mi · Magnet school. Check how it admits students.
- Humanitas Academy of Art and Technology at Esteban E. Torres High No. 40.8 mi
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 8 common questions
How do I get in?
Ask City of Angels how students enroll. See the details ↓
Is City of Angels a good alternative school?
City of Angels scores higher than 51 in 100 of the 98 California alternative high schools we score, compared only within that group: 51st percentile, Solid, spring 2025. Why alternative schools are ranked separately. See the details ↓
How often do students miss school or get suspended?
In 2025–26, 72 in 100 students missed 10% or more of school days, against 44 in 100 at the average California alternative high school we score. 0.1% of students (2 of 1,827) were suspended at least once in 2025–26, against 1.0% at the average California alternative high school we score. See the details ↓
How do kids like mine do here?
In spring 2026, 33% of low-income students in grades 6, 7, 8 and 11 at City of Angels in Los Angeles scored Proficient or Advanced in English. See the details ↓
What do families and students say?
80% of families agreed or strongly agreed with “My child is safe on school grounds” (45 answered).
- 85% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (119 answered)
- Source: Los Angeles Unified School District School Experience Survey, 2025–26
What could my child study here?
22 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection. See the details ↓
Where do students go after finishing high school here?
30% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. See the details ↓
What should I ask on a visit?
The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓
The full record
Source records
This page is built from 17 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
- 17
- Sources
- California Department of EducationU.S. Census BureauUniversity of CaliforniaU.S. Department of Education, Office for Civil RightsNational Student Clearinghouse
- State test years
- 2017–2026
Results
Students
After high school
Money and staff
Place, downloads and method
Score factorssource values and weights · 2024–25 · ranked #48 of 98 California alternative high schools we score
| Factor | School | Weight |
|---|---|---|
| Graduation rate | 46% | 25% |
| Exceeded standardaverage of English and math | 6% | 22% |
| Ready for college or career (state measure) | 17% | 20% |
| Met or exceededaverage of English and math | 24% | 18% |
| Chronically absent | 74 in 100 | 5% |
| Suspension rate | 0 of 1,926 | 5% |
| English learners: top level | 25% | 5% |
City of Angels is ranked only among California alternative high schools, so this table sets it beside no other school; the chapters above compare each figure with that class. School values are from 2024–25. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average.
Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify
The 2024–25 Scope Score, in the current-formula row below, uses the state’s college-or-career readiness measure, 2024–25. No verified earlier Scope Scores are available here.
Scope Score
| School year | Scope Score | Percentile | Rank | Comparison group |
|---|---|---|---|---|
| 2024–25 | — | 51 | #48 | California alternative high schools · 98 schools · current formula |
2018–19, 2021–22, 2022–23 and 2023–24 have records on file but no Scope Score we could verify against that year’s source files, so no score is shown for them.
| School year | Chronic absence | Suspension |
|---|---|---|
| 2018–19 | 58 in 100 | 0 of 2,908 |
| 2021–22 | not on file | not on file |
| 2022–23 | not on file | not on file |
| 2023–24 | 73 in 100 | 0 of 2,048 |
| 2024–25 | 74 in 100 | 0 of 1,926 |
Chronic absence and suspension are CDE’s all-students school rates for each year.
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 390 | 6% | 35% |
| 2026 · Math | 386 | 5% | 13% |
| 2025 · English | 445 | 7% | 36% |
| 2025 · Math | 437 | 4% | 10% |
| 2024 · English | 609 | 8% | 32% |
| 2024 · Math | 605 | 4% | 15% |
| 2023 · English | 655 | 9% | 36% |
| 2023 · Math | 648 | 3% | 11% |
| 2022 · English | 6,351 | 11% | 32% |
| 2022 · Math | 6,171 | 7% | 18% |
| 2019 · English | 720 | 9% | 31% |
| 2019 · Math | 708 | 3% | 8% |
| 2018 · English | 705 | 7% | 32% |
| 2018 · Math | 700 | 3% | 7% |
| 2017 · English | 312 | 6% | 31% |
| 2017 · Math | 296 | 2% | 7% |
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 | 7 | — |
| 2025 · Grade 4 · English | — | — |
| 2025 · Grade 5 · English | 4 | — |
| 2025 · Grade 6 · English | 26 | 19% |
| 2025 · Grade 7 · English | 69 | 35% |
| 2025 · Grade 8 · English | 88 | 32% |
| 2025 · Grade 11 · English | 248 | 41% |
| 2025 · Grade 3 · Math | 7 | — |
| 2025 · Grade 4 · Math | — | — |
| 2025 · Grade 5 · Math | 4 | — |
| 2025 · Grade 6 · Math | 27 | 7% |
| 2025 · Grade 7 · Math | 66 | 20% |
| 2025 · Grade 8 · Math | 86 | 8% |
| 2025 · Grade 11 · Math | 244 | 7% |
| 2024 · Grade 3 · English | 6 | — |
| 2024 · Grade 4 · English | 8 | — |
| 2024 · Grade 5 · English | 6 | — |
| 2024 · Grade 6 · English | 50 | 28% |
| 2024 · Grade 7 · English | 96 | 29% |
| 2024 · Grade 8 · English | 157 | 23% |
| 2024 · Grade 11 · English | 286 | 41% |
| 2024 · Grade 3 · Math | 6 | — |
| 2024 · Grade 4 · Math | 8 | — |
| 2024 · Grade 5 · Math | 6 | — |
| 2024 · Grade 6 · Math | 50 | 8% |
| 2024 · Grade 7 · Math | 96 | 21% |
| 2024 · Grade 8 · Math | 157 | 13% |
| 2024 · Grade 11 · Math | 282 | 15% |
| 2023 · Grade 3 · English | 5 | — |
| 2023 · Grade 4 · English | 7 | — |
| 2023 · Grade 5 · English | 13 | 31% |
| 2023 · Grade 6 · English | 45 | 29% |
| 2023 · Grade 7 · English | 114 | 37% |
| 2023 · Grade 8 · English | 136 | 24% |
| 2023 · Grade 11 · English | 335 | 41% |
| 2023 · Grade 3 · Math | 5 | — |
| 2023 · Grade 4 · Math | 7 | — |
| 2023 · Grade 5 · Math | 12 | 8% |
| 2023 · Grade 6 · Math | 43 | 14% |
| 2023 · Grade 7 · Math | 110 | 22% |
| 2023 · Grade 8 · Math | 137 | 12% |
| 2023 · Grade 11 · Math | 334 | 7% |
| 2022 · Grade 3 · English | 891 | 34% |
| 2022 · Grade 4 · English | 875 | 27% |
| 2022 · Grade 5 · English | 851 | 33% |
| 2022 · Grade 6 · English | 846 | 25% |
| 2022 · Grade 7 · English | 954 | 33% |
| 2022 · Grade 8 · English | 959 | 31% |
| 2022 · Grade 11 · English | 975 | 38% |
| 2022 · Grade 3 · Math | 888 | 30% |
| 2022 · Grade 4 · Math | 866 | 23% |
| 2022 · Grade 5 · Math | 833 | 16% |
| 2022 · Grade 6 · Math | 821 | 15% |
| 2022 · Grade 7 · Math | 921 | 17% |
| 2022 · Grade 8 · Math | 914 | 14% |
| 2022 · Grade 11 · Math | 928 | 11% |
| 2019 · Grade 3 · English | 7 | — |
| 2019 · Grade 4 · English | 9 | — |
| 2019 · Grade 5 · English | 11 | 55% |
| 2019 · Grade 6 · English | 54 | 28% |
| 2019 · Grade 7 · English | 125 | 30% |
| 2019 · Grade 8 · English | 195 | 26% |
| 2019 · Grade 11 · English | 319 | 35% |
| 2019 · Grade 3 · Math | 7 | — |
| 2019 · Grade 4 · Math | 10 | — |
| 2019 · Grade 5 · Math | 11 | 27% |
| 2019 · Grade 6 · Math | 56 | 11% |
| 2019 · Grade 7 · Math | 124 | 11% |
| 2019 · Grade 8 · Math | 192 | 5% |
| 2019 · Grade 11 · Math | 308 | 6% |
| 2018 · Grade 3 · English | — | — |
| 2018 · Grade 4 · English | — | — |
| 2018 · Grade 5 · English | 11 | 45% |
| 2018 · Grade 6 · English | 52 | 33% |
| 2018 · Grade 7 · English | 96 | 24% |
| 2018 · Grade 8 · English | 170 | 25% |
| 2018 · Grade 11 · English | 358 | 37% |
| 2018 · Grade 3 · Math | — | — |
| 2018 · Grade 4 · Math | — | — |
| 2018 · Grade 5 · Math | — | — |
| 2018 · Grade 6 · Math | 53 | 25% |
| 2018 · Grade 7 · Math | 96 | 10% |
| 2018 · Grade 8 · Math | 173 | 7% |
| 2018 · Grade 11 · Math | 349 | 4% |
| 2017 · Grade 3 · English | 11 | 18% |
| 2017 · Grade 4 · English | — | — |
| 2017 · Grade 5 · English | — | — |
| 2017 · Grade 6 · English | 24 | 21% |
| 2017 · Grade 7 · English | 44 | 32% |
| 2017 · Grade 8 · English | 98 | 17% |
| 2017 · Grade 11 · English | 120 | 46% |
| 2017 · Grade 3 · Math | — | — |
| 2017 · Grade 4 · Math | — | — |
| 2017 · Grade 5 · Math | — | — |
| 2017 · Grade 6 · Math | 21 | 10% |
| 2017 · Grade 7 · Math | 44 | 9% |
| 2017 · Grade 8 · Math | 94 | 4% |
| 2017 · Grade 11 · Math | 112 | 6% |
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 | 223 | 3% | 15% | 67% | 15% |
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
| Group · English | Tested | Proficient or Advanced |
|---|---|---|
| Low-income | 306 | 33% |
| Hispanic or Latino | 265 | 29% |
Each group is compared with the same group at California alternative high schools under Every learner.
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
| Group | English | n | CDE category | Math | n | CDE category |
|---|---|---|---|---|---|---|
| All students | +9 | 72 | Accelerated | −22 | 71 | Minimal |
| Low-income | +8 | 70 | Accelerated | −25 | 69 | Minimal |
| Hispanic or Latino | +12 | 60 | Accelerated | −19 | 59 | Moderate |
| English-only students | +13 | 45 | not categorized | −21 | 45 | not categorized |
| English learners | −3 | 12 | Average | +8 | 11 | Accelerated |
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+9 pts vs expected
matched students, grades 6–8CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 6–8
72 students
CDE growth category: Accelerated
State model · math−22 pts vs expected
matched students, grades 6–8CDE California growth model · 2025 Dashboard
Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25
All students, grades 6–8
71 students
CDE growth category: Minimal
Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California elementary school records, the median English estimate is +2 and the middle half fall between −5 and +9 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 · 74 in 100 → 2025–26 · 72 in 100 · −2 in 100 |
| Suspension rate2024–25 · 0 of 1,926 → 2025–26 · 0.1% (2 of 1,827) · +0.1 percentage points |
| Group | 2018–19 | 2025–26 | Change |
|---|---|---|---|
| Female | 56 in 100 | 70 in 100 | +14 in 100 |
| Male | 61 in 100 | 74 in 100 | +13 in 100 |
| Asian | 23 of 41 | 19 of 33 | — |
| Black or African American | 65 in 100 | 76 in 100 | +11 in 100 |
| Filipino | 14 of 27 | 11 of 17 | — |
| Hispanic or Latino | 58 in 100 | 72 in 100 | +14 in 100 |
| Pacific Islander | 10 of 13 | — | — |
| Two or more races | 21 of 40 | 25 of 36 | — |
| White | 56 in 100 | 73 in 100 | +17 in 100 |
| Students with disabilities | 30 of 43 | 41 of 54 | — |
| English learners | 72 in 100 | 31 of 37 | — |
| Foster youth | 20 of 29 | 10 of 12 | — |
| Homeless | 69 in 100 | 63 of 74 | — |
| Low-income | 60 in 100 | 72 in 100 | +12 in 100 |
| All students | 58 in 100 | 72 in 100 | +14 in 100 |
Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.
Graduation and readinessstate records · each rate for its own year and class of students
| Measure | Source record |
|---|---|
| This school · CCI overall Prepared | CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 17% · numerator 79 students classified Prepared · denominator 474 CCI students. |
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 14% · AP-pathway numerator 11 · denominator 79 (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.
CDE's overall Prepared rate is the college-readiness factor in the Scope Score (20% of the high school score). The school rate is 79 of 474 CCI students, not the AP-only pathway or A–G completion rate. The school CCI rate has its own student cohort and source year.
Graduation rate
46%
AP route, among those ready for college or career
14%
2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings
Finished the UC/CSU course list (A–G)
58%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
30%
These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.
UC admissions, universitywidefall 2016–2025 · applied, admitted, enrolled, mean GPA · summed across CEEB codes
| Year | Applied | Admitted | Enrolled | Mean GPA (applied) | Mean GPA (admitted) | Mean GPA (enrolled) |
|---|---|---|---|---|---|---|
| 2025 | 11 | 8 | under 3 | 3.80 | 3.84 | — |
| 2024 | 23 | 17 | 7 | 3.79 | 3.95 | 3.97 |
| 2023 | 25 | 14 | 3 | 3.47 | 3.69 | — |
| 2022 | 63 | 36 | 17 | 3.64 | 3.92 | 4.03 |
| 2021 | 15 | 8 | under 3 | 3.34 | 3.74 | — |
| 2020 | 12 | 6 | under 3 | 3.56 | 3.87 | — |
| 2019 | 7 | 4 | under 3 | 3.62 | — | — |
| 2018 | 14 | 6 | under 3 | 3.36 | 3.91 | — |
| 2017 | 10 | 3 | under 3 | 3.03 | — | — |
| 2016 | 5 | under 3 | under 3 | 3.15 | — | — |
Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. GPA is each group's mean weighted, capped high-school GPA for 10th/11th-grade college-preparatory courses. SchoolScope leaves GPA unavailable when several CEEB codes contribute rather than combining their means. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here. Complete, matching counts can support a historical descriptive rate, but do not establish a school's effect or predict individual chances. Series shown from 2016.
UC admissions by campuslatest falls on file · each campus counted separately
| Campus | Year | Applied | Admitted | Enrolled |
|---|---|---|---|---|
| Berkeley | 2025 | 5 | under 3 | under 3 |
| Berkeley | 2024 | 11 | under 3 | under 3 |
| Berkeley | 2023 | 14 | under 3 | under 3 |
| Berkeley | 2022 | 22 | 3 | under 3 |
| Berkeley | 2021 | 6 | under 3 | under 3 |
| Davis | 2024 | 9 | 5 | under 3 |
| Davis | 2023 | 9 | under 3 | under 3 |
| Davis | 2022 | 19 | 5 | under 3 |
| Irvine | 2025 | 8 | under 3 | under 3 |
| Irvine | 2024 | 17 | 3 | under 3 |
| Irvine | 2023 | 15 | under 3 | under 3 |
| Irvine | 2022 | 43 | 3 | under 3 |
| Irvine | 2021 | 9 | under 3 | under 3 |
| Los Angeles | 2025 | 9 | under 3 | under 3 |
| Los Angeles | 2024 | 22 | under 3 | under 3 |
| Los Angeles | 2023 | 19 | under 3 | under 3 |
| Los Angeles | 2022 | 48 | 3 | under 3 |
| Los Angeles | 2021 | 8 | under 3 | under 3 |
| Merced | 2023 | 8 | 7 | under 3 |
| Merced | 2022 | 17 | 13 | under 3 |
| Merced | 2021 | 7 | 4 | under 3 |
| Riverside | 2025 | 7 | 6 | under 3 |
| Riverside | 2024 | 8 | 5 | under 3 |
| Riverside | 2023 | 12 | 6 | under 3 |
| Riverside | 2022 | 26 | 16 | 6 |
| Riverside | 2021 | 8 | under 3 | under 3 |
| San Diego | 2025 | 7 | under 3 | under 3 |
| San Diego | 2024 | 9 | 7 | under 3 |
| San Diego | 2023 | 13 | 4 | under 3 |
| San Diego | 2022 | 25 | 11 | 3 |
| San Diego | 2021 | 5 | under 3 | under 3 |
| Santa Barbara | 2025 | 5 | 3 | under 3 |
| Santa Barbara | 2024 | 14 | 5 | under 3 |
| Santa Barbara | 2023 | 14 | under 3 | under 3 |
| Santa Barbara | 2022 | 26 | 7 | under 3 |
| Santa Cruz | 2024 | 9 | 6 | under 3 |
| Santa Cruz | 2023 | 11 | 4 | under 3 |
| Santa Cruz | 2022 | 14 | under 3 | under 3 |
| Santa Cruz | 2021 | 5 | 3 | under 3 |
| Universitywide | 2025 | 11 | 8 | under 3 |
| Universitywide | 2024 | 23 | 17 | 7 |
| Universitywide | 2023 | 25 | 14 | 3 |
| Universitywide | 2022 | 63 | 36 | 17 |
| Universitywide | 2021 | 15 | 8 | under 3 |
Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. Campus totals are not interchangeable with Universitywide; students can apply to several campuses. Universitywide is separately reported; never derive it by adding campus rows. Universitywide applicant and admit counts are unduplicated. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here; these records do not establish a school's effect or predict individual chances.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
| Measure | This school |
|---|---|
| AP offered | offered |
| AP course count | 1 |
| AP enrollment (male/female) | 1 |
| IB participation | not reported |
| Dual enrollment | offered · 22 enrolled |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 8 |
| Chemistry sections | 82 |
| Reported male/female enrollment (CRDC) | 1,179 |
These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.
College destinationsclass of 2023 · state college-going records, 12 months after graduation
| Destination | Completers | % (derived) |
|---|---|---|
| University of California | 3 | 1% |
| California State University | 14 | 5% |
| California community college | 61 | 19% |
| In-state private | 10 | 3% |
| Out-of-state, 4-year | 6 | 2% |
| Out-of-state, 2-year | 1 | 0% |
| Not enrolled | 223 | 70% |
318 students who finished high school, class of 2023 · state-reported college-going rate 30% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match — a different, older vintage than the fall 2025 UC admissions rows above.
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$1,456 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,058
Central federal expenditures attributed here$553 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,058
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 90063 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $72,942 |
| Bachelor's degree or higher (adults 25+) | 13% |
| ZIP-area population | 48,397 |
| Median age | 35.4 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 90063 →
Downloads, embed and methodologyCSV · embed code · sources · corrections
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- State test research files, California Department of Education (opens in new tab)
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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 98 alternative high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026
- Each percentile compares it only with California alternative high schools.
- Its Scope Score is a high school score; results for its other grades are in these records.
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