Public school · Los Angeles Unified · Los Angeles, California

Contreras Learning Center-School of Social Justice — Rating & test scores

Los Angeles · 9–12 · 326 students (2024–25)

322 South Lucas Avenue, 90017contrerassocjushs.lausd.org ↗(213) 240-3896
2ndpercentileNeeds Support

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

Scope Score
32

Weighted composite · 2024–25
A weighted mix of seven 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

In 2024–25, 67% of the class graduated in four years (76 of 114); across California, 89%.

Source
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 114
Comparison
California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).
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Shared campus · © OpenStreetMap

The California School Campus Database records School of Business and Tourism at Contreras Learning Complex, Contreras Learning Center-Los Angeles School of Global Studies and Contreras Learning Center-Academic Leadership Community 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.

40 in 100 students (120 of 301) missed 10% or more of school days in 2025–26. That is about one and a half times the rate at the average Los Angeles Unified high school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 301. District and California figures are averages of school rates (190 Los Angeles Unified schools; 1,492 scored California high schools), our calculation.

Common questions

How do I get in?

If Contreras Learning Center-School of Social Justice is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first. Evidence ↓

Is Contreras Learning Center-School of Social Justice a good high school?

Contreras Learning Center-School of Social Justice scores higher than 2 in 100 of California’s 1,498 scored public high schools: 2nd percentile, Needs Support, spring 2025. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 40 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 1.6% of students (5 of 314) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

More questions (6)

How does math compare with English?

In grade 11, spring 2026, math trails English by 23 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 35% of low-income students in grade 11 at Contreras Learning Center-School of Social Justice in Los Angeles scored Proficient or Advanced in English, against 49% for the same group across California. Evidence ↓

What do families and students say?

62% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD high schools 81%, 262 answered).

  • 55% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD high schools 65%, 249 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What could my child study here?

The College Board approved this school to teach 4 AP courses in 3 subjects for 2025–26.

  • 104 students took a college course for credit in 2023–24, by the federal Civil Rights Data Collection

Evidence ↓

Where do students go after finishing high school here?

42% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 36% scored Proficient or Advanced in English and 13% in math, against 57% and 32% across California.

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

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 11: 76
Comparison
California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.
AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 76 tested

Advanced
12%
Proficient
24%
Below the standard
64%
This school36%
California57%
Los Angeles Unified59%

36% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 76 tested

Advanced
4%
Proficient
9%
Below the standard
87%
This school13%
California32%
Los Angeles Unified31%

13% Proficient or Advanced in grade 11.

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

How does math compare with English?

In grade 11, spring 2026, math trails English by 23 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English went from 37% to 36% and math from 10% to 13%.

English · top two levels · grade 11

202537%89 tested
→
202636%76 tested

This school

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

Math · top two levels · grade 11

202510%89 tested
→
202613%76 tested

This school

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

Each year is a different group of students.

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, grade 11 · This school12%24%26%38%76
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school4%9%20%67%76
Math, grade 11 · California16%16%20%48%413,523
Math, grade 11 · Los Angeles Unified14%17%22%47%34,113

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

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

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

Chart and table: 2017–2026.

English top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202636%57%
Math top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202613%32%

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

In grade 11, the share at the state’s top two levels in English went from 47% in 2017 to 36% in 2026, with 2025 and 2026 about the same. In math, it went from 20% in 2017 to 13% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
YearThis schoolCalifornia
201747%
103 tested		60%
444,040 tested
201837%
91 tested		56%
439,134 tested
201934%
93 tested		57%
439,947 tested
202227%
92 tested		55%
427,007 tested
202339%
66 tested		55%
442,128 tested
202449%
68 tested		56%
435,296 tested
202537%
89 tested		57%
432,651 tested
202636%
76 tested		57%
414,559 tested
Math · top two levels · grade 11
YearThis schoolCalifornia
201720%
101 tested		32%
442,457 tested
201810%
91 tested		31%
437,883 tested
20198%
93 tested		32%
438,107 tested
20227%
92 tested		27%
424,390 tested
20236%
66 tested		27%
440,912 tested
20246%
68 tested		28%
434,711 tested
202510%
89 tested		30%
431,903 tested
202613%
76 tested		32%
413,523 tested

What you can do

Who can act on Contreras Learning Center-School of Social Justice’s results?

The state took Contreras Learning Center-School of Social Justice out of extra targeted support; Los Angeles Unified’s board decides its plan.

What has the state flagged?

It came off the list for 2025–26; it was on it in 2024–25.

Federal designation under the Every Student Succeeds Act, 2025–26. Source 

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

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

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

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

How to take part

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

Life at school

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

67% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 32% were ready for college or career (state measure) in 2024–25. 42% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

67%

Across California: 89%

2024–25 · 76 of 114 students who started 9th grade together

Ready for college or career (state measure)

32%

Across California: 52%

2024–25 · 36 of 114 students in the state’s measure

Finished the UC/CSU course list

72%

Average California high school: 56%

2024–25 · 55 of 76 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

42% enrolled in college within 12 months · 97 students who finished high school

  • University of California5 · 5%
  • California State University15 · 16%
  • California community college14 · 14%
  • In-state private7 · 7%
  • Out-of-state, 4-year0 · 0%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled56 · 58%

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

What could my child study here?

AP courses the school is approved to teach

The College Board approved this school to teach 4 AP courses in 3 subjects for 2025–26.

College Board AP Course Audit Ledger · 2025–26. Authorization doesn’t show which courses run or who can take them; ask the school.

  • English1
  • History & Social Science1
  • AP Capstone2
Every approved AP course4 courses in 3 subjects
English 1
  • English Language and Composition
History & Social Science 1
  • U.S. Government and Politics
AP Capstone 2
  • Research
  • Seminar

What other courses and pathways are on record?

College courses in high school (dual enrollment)
104 students took one

2023–24

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

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

Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 76 of 114 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 · 36 of 114 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list
2024–25 · 55 of 76 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

40 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. At the average Los Angeles Unified high school, 28 in 100 were. 1.6% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 120 of 301 students counted for it; suspension: 5 of 314 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified high school 0.7%.

Chronically absent, 2025–26

40 in 100This school
28 in 100At the average Los Angeles Unified high school
22 in 100At the average California high school

120 of 301 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

1.6%

of students were suspended at least once (5 of 314). Average California high school 2.9%.

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

What people say

What do students, families and staff say?

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

LAUSD School Experience Survey, 2025–26

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

Students

249 of 268 students answered (93%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question55%LAUSD high 65% · 249 answered
Belonging · average of 6 questions55%LAUSD high 61% · 236–248 answered each
Caring adults · average of 8 questions57%LAUSD high 61% · 228–249 answered each
Engagement · average of 6 questions53%LAUSD high 61% · 230–239 answered each
High expectations · average of 3 questions65%LAUSD high 68% · 226–235 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions10%LAUSD high 10% · 243–244 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 46 student questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed55%65%249
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed61%65%236
I am happy to be at this schoolShare who agreed or strongly agreed54%64%245
I feel like I am part of this schoolShare who agreed or strongly agreed54%59%244
I feel accepted for who I am at this schoolShare who agreed or strongly agreed61%66%240
Most kids at this school are kind to each otherShare who agreed or strongly agreed38%46%243
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed59%63%248
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed64%62%234
The teachers at this school treat students fairlyShare who agreed or strongly agreed55%60%242
Teachers care if I'm absent from schoolShare who agreed or strongly agreed50%54%242
Adults at this school treat all students with respectShare who agreed or strongly agreed57%59%249
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed52%59%229
There is at least one adult at my school who supports meShare who agreed or strongly agreed59%68%228
Teachers at my school know meShare who agreed or strongly agreed62%61%229
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 agreed61%66%246
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed67%73%235
My teachers make learning funShare who agreed or strongly agreed46%48%230
Students have a voice in decision making at this schoolShare who agreed or strongly agreed43%53%238
Teachers encourage students to make decisionsShare who agreed or strongly agreed58%64%239
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 agreed62%74%238
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 agreed44%53%238
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed65%71%235
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 agreed65%70%234
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed65%63%226
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 it20%15%244
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 it14%15%244
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 it7%6%244
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 it4%6%244
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 it7%10%243
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed54%61%236
Students know how they are expected to actShare who agreed or strongly agreed45%54%243
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed63%69%244
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——181
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”65%72%233
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”66%73%232
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”67%72%233
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed40%57%245
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”43%48%231
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”40%44%231
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”47%54%231
I came to class preparedShare who answered “Often” or “Almost all the time”67%76%240
I remembered and followed directionsShare who answered “Often” or “Almost all the time”76%81%240
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”64%67%239
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”64%69%243
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”72%74%244
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”74%79%244

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

267 of 267 family surveys came back (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question62%LAUSD high 81% · 262 answered
Belonging · average of 4 questions80%LAUSD high 87% · 265–267 answered each
Caring adults · average of 2 questions82%LAUSD high 86% · 267 answered
Engagement · average of 3 questions78%LAUSD high 83% · 266–267 answered each
High expectations · average of 2 questions87%LAUSD high 89% · 265 answered
Bullying reports taken seriously · 1 question65%LAUSD high 78% · 266 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 agreed62%81%262
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed83%87%267
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed84%88%267
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed77%86%265
I feel welcome to participate at this schoolShare who agreed or strongly agreed78%87%267
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed82%85%267
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed82%86%267
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed81%86%266
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed81%83%266
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed73%80%267
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed86%87%265
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed87%90%265
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed65%78%266
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed74%84%267
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed74%83%267
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed78%84%267
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed65%82%267
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed74%85%267
This school encourages my child to explore different career choicesShare who agreed or strongly agreed77%84%266
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed81%81%265
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed84%86%265
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed90%85%63
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed87%85%63
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed82%84%267
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed80%86%267
This school provides high quality instruction to my childShare who agreed or strongly agreed78%86%267
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed80%86%267
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed66%80%267
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed80%88%267
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed65%84%267
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed86%89%267
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed84%83%263
This school provides information on grade level requirements for my childShare who agreed or strongly agreed80%87%262
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed78%83%262
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed74%82%267
This school offers extra academic support for my childShare who agreed or strongly agreed78%86%267
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed74%78%261
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed79%80%241
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed81%89%267
Discipline is fair at this schoolShare who agreed or strongly agreed60%77%267

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

39 of 39 staff answered (100%), 17 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question82%LAUSD high 93% · 38 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions67%LAUSD high 83% · 37–39 answered each
High expectations · average of 2 questions84%LAUSD high 90% · 36–38 answered each
Bullying called a mild or insignificant problem · 1 question77%LAUSD high 81% · 39 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers82%93%38
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed56%77%39
Adults at this school treat all students with respectShare who agreed or strongly agreed78%88%37
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed90%88%38
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed78%92%36
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem77%81%39
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed80%78%39
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed87%82%39
I get the help I need to communicate with parentsShare who agreed or strongly agreed71%77%38
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed92%92%39
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers58%84%38
At this school, parents treat me with respect.Share who agreed or strongly agreed87%84%39
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed54%77%39
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed56%71%39
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”54%84%39
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”60%73%38
Students treat adults at this school with respectShare who agreed or strongly agreed74%78%38
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed72%71%39
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed74%66%39
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem77%87%39
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—81%14
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—81%14
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed—87%14
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—68%13
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)Share who answered “Two times this year” or “Three or more times this year”——13
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—50%13
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—60%13
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—65%13
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—76%13
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—17%16
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—28%16
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—35%15
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—27%14
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)Share who answered “Once a week” or “Twice a week or more”—40%14
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—76%16
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed—76%16
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—92%16
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—91%16
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—61%16
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—60%16
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—57%16
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—60%16
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—67%16
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)Share who agreed or strongly agreed—68%16
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—62%16
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—86%16

“—” 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)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Contreras Learning Center-School of Social Justice works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Contreras Learning Center-School of Social Justice as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: What has the school changed after its survey answers on safety?

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

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

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

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

Every learner

How do kids like mine do here?

Low-income students scored well below the same group across California.

Student groups, grade 11, spring 2026

35% of low-income students scored Proficient or Advanced in English and 13% in math (grade 11, spring 2026), against 49% and 23% for the same group across California. Hispanic or Latino students scored well below the same group across California in English.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grade 11; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Contreras Learning Center-School of Social JusticeSame group, California
  • Low-incomeEnglish · 75 tested35%Same group, California 49%
  • Low-incomeMath · 75 tested13%Same group, California 23%
  • Hispanic or LatinoEnglish · 68 tested35%Same group, California 49%
  • Hispanic or LatinoMath · 68 tested12%Same group, California 21%
  • English learnersEnglish · 32 tested12%Same group, California 8%
  • English learnersMath · 32 tested12%Same group, California 8%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 92%2. Black or African American: 4%Unallocated share: 4%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino92%
  2. Black or African American4%
  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 share4%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

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

42% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

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

This school · 42 of 100 English learners42%
Los Angeles Unified · 24,781 of 47,33052%
California · 355,274 of 748,91647%

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

Who are the families and teachers?

97%of students qualified for free or reduced-price meals in 2024–25, 315 of 326. California: 63%.

18teachers, 2024–25

7 yearsaverage experience, 2024–25

6%in their first year, 2024–25

98%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 75 tested
English35%−1954%−1449%
Math13%−1326%−1023%
Hispanic or Latino · 68 tested
English35%−1853%−1449%
Math12%−1325%−921%
English learners · 32 tested
English12%+39%+48%
Math12%+111%+48%

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.

No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, 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
Hispanic or Latino92%
Black or African American4%
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: 98% of teaching positions, 19.9 properly credentialed teaching-position FTE out of 20.4 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into Contreras Learning Center-School of Social Justice, and how do I get in?

From parts of Sal Castro Middle, Camino Nuevo Charter Academy #4, Castelar Street Elementary, Logan Academy of Global Ecology, John H. Liechty Middle, Virgil Middle, Berendo Middle and Florence Nightingale Middle.

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

Middle · part of its area
Sal Castro Middle 62nd · Solid · 2026

Fed by 6 elementary schools

Middle · part of its area
Camino Nuevo Charter Academy #4
Middle · part of its area
Castelar Street Elementary
Middle · part of its area
Logan Academy of Global Ecology
Middle · part of its area
John H. Liechty Middle 28th · Developing · 2026

Fed by 8 elementary schools

Middle · part of its area
Virgil Middle 65th · Solid · 2026

Fed by 9 elementary schools

Middle · part of its area
Berendo Middle 38th · Developing · 2026

Fed by 5 elementary schools

Middle · part of its area
Florence Nightingale Middle 68th · Solid · 2026

Fed by 3 elementary schools

High · this school
Contreras Learning Center-School of Social Justice

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

All feeding elementary schools (22)Grouped by the middle school each one feeds, with each school’s standing

Into Sal Castro Middle

Into John H. Liechty Middle

Into Virgil Middle

Into Berendo Middle

Into Florence Nightingale Middle

All recorded links and nearby alternatives

Elementary links

  • Tenth Street Elementary

    Assigned

    46th percentile · Developing · elementary · 2026

  • Esperanza Elementary

    Assigned

    33rd percentile · Developing · elementary · 2026

  • Betty Plasencia Elementary

    Assigned

    32nd percentile · Developing · elementary · 2026

  • Charles White Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    59th percentile · Solid · elementary · 2026

  • Ann Street Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    62nd percentile · Solid · elementary · 2026

  • Commonwealth Avenue Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    79th percentile · Strong · elementary · 2026

  • Rosemont Avenue Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    19th percentile · Needs Support · elementary · 2026

  • Union Avenue Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    67th percentile · Solid · elementary · 2026

  • Gratts Learning Academy for Young Scholars (GLAYS)

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    54th percentile · Solid · elementary · 2026

  • MacArthur Park Elementary School for the Visual and Performing Arts

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    14th percentile · Needs Support · elementary · 2026

  • Dr. Sammy Lee Medical and Health Science Magnet El

    Option for this area, by application · district-published, source year 2026; no single school is assigned · Magnet school. Check how it admits students.

    83rd percentile · Strong · elementary · 2026

    89% of the zone’s children

  • Alexandria Avenue Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    82nd percentile · Strong · elementary · 2026

    88% of the zone’s children

  • Leo Politi Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    21st percentile · Needs Support · elementary · 2026

    80% of the zone’s children

  • Frank del Olmo Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    65th percentile · Solid · elementary · 2026

    80% of the zone’s children

  • Ninth Street Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    14th percentile · Needs Support · elementary · 2026

    62% of the zone’s children

  • Cahuenga Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    74th percentile · Solid · elementary · 2026

    41% of the zone’s children

  • Hoover Street Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    89th percentile · Strong · elementary · 2026

    36% of the zone’s children

  • Micheltorena Street Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    86th percentile · Strong · elementary · 2026

    18% of the zone’s children

  • Magnolia Avenue Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    73rd percentile · Solid · elementary · 2026

    11% of the zone’s children

  • Solano Avenue Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    74th percentile · Solid · elementary · 2026

    11% of the zone’s children

  • Camino Nuevo Charter Academy #4

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

    28th percentile · Developing · elementary · 2026

    22% of the zone’s children

  • Castelar Street Elementary

    Assigned for part of the zone

    80th percentile · Strong · elementary · 2026

    18% of the zone’s children

Middle-school links

  • Sal Castro Middle

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    62nd percentile · Solid · middle · 2026

  • Camino Nuevo Charter Academy #4

    Option for this area, by application · district-published, source year 2026; no single school is assigned · Charter school. Check how it admits students.

  • Castelar Street Elementary

    Option for this area, by application · district-published, source year 2026; no single school is assigned

  • Logan Academy of Global Ecology

    Option for this area, by application · district-published, source year 2026; no single school is assigned

  • John H. Liechty Middle

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    28th percentile · Developing · middle · 2026

    98% of the zone’s children

  • Virgil Middle

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    65th percentile · Solid · middle · 2026

    75% of the zone’s children

  • Berendo Middle

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    38th percentile · Developing · middle · 2026

    30% of the zone’s children

  • Florence Nightingale Middle

    Option for this area, by application · district-published, source year 2026; no single school is assigned

    68th percentile · Solid · middle · 2026

    17% of the zone’s children

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

Ask Los Angeles Unified which school serves your address.

Applying to Contreras Learning Center-School of Social Justice for 2027–28

  1. If Contreras Learning Center-School of Social Justice is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

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

    apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: contrerassocjushs.lausd.org ↗Office: (213) 240-3896Administrator: Carolina Arce

Location and visiting

Get directions  (opens Google Maps in a new tab)
322 South Lucas Avenue, Los Angeles 90017

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? 40 in 100 chronically absent, 2025–26 (120 of 301 students); average California high school: 22 in 100
  2. What extra help do students who are behind get, and how do you know it’s working? 64% in English and 87% in math scored at the Developing or Minimal level, grade 11, spring 2026 (76 students tested in each); California: 43% and 68%
  3. How does the school help students who don’t go to college plan what comes next?
  4. When a student is suspended, what happens before and after, and who talks with the family?
  5. What has the school changed after its survey answers on safety?
  6. 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; LAUSD high schools: 10%

Office (213) 240-3896322 South Lucas Avenue, directions  (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2024–25 · ranked #1,458 of 1,498 California high schools we score · #188 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate67%2925%
Exceeded standardaverage of English and math6%3922%
Ready for college or career (state measure)32%4220%
Met or exceededaverage of English and math24%4118%
Chronically absent36 in 100465%
Suspension rate0.5% (2 of 386)625%
English learners: top level9%405%

Index is where the school's value sits among the California high schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2024–25. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests.

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2024–25322#1458California high schools · 1,498 schools · current formula

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

School yearChronic absenceSuspension
2018–1937 in 1000.9% (5 of 530)
2021–22not on filenot on file
2022–23not on filenot on file
2023–2432 in 1000 of 413
2024–2536 in 1000.5% (2 of 386)

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
Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students

What each level means: California's level descriptions.

English · 2025–26 results by grade

Share of students tested, spring 2026
EnglishTestedAdvancedProficientDeveloping levelMinimalProficient or AdvancedCaliforniaDifference
Grade 117612%24%26%38%36%57%−21

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 · 2025–26 results by grade

Share of students tested, spring 2026
MathTestedAdvancedProficientDeveloping levelMinimalProficient or AdvancedCaliforniaDifference
Grade 11764%9%20%67%13%32%−19

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.

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English7612%36%
2026 · Math764%13%
2025 · English899%37%
2025 · Math893%10%
2024 · English6813%49%
2024 · Math680%6%
2023 · English668%39%
2023 · Math662%6%
2022 · English924%27%
2022 · Math921%7%
2019 · English939%34%
2019 · Math932%8%
2018 · English9110%37%
2018 · Math912%10%
2017 · English10317%47%
2017 · Math1013%20%

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 11 · English8937%
2025 · Grade 11 · Math8910%
2024 · Grade 11 · English6849%
2024 · Grade 11 · Math686%
2023 · Grade 11 · English6639%
2023 · Grade 11 · Math666%
2022 · Grade 11 · English9227%
2022 · Grade 11 · Math927%
2019 · Grade 11 · English9334%
2019 · Grade 11 · Math938%
2018 · Grade 11 · English9137%
2018 · Grade 11 · Math9110%
2017 · Grade 11 · English10347%
2017 · Grade 11 · Math10120%

Current 2025–26 grade results appear above. “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
Schoolwide790%5%89%6%

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-income7535%−19−14
Hispanic or Latino6835%−18−14
English learners3212%+3+4
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 · 36 in 100 → 2025–26 · 40 in 100 · +4 in 100
Suspension rate2024–25 · 0.5% (2 of 386) → 2025–26 · 1.6% (5 of 314) · +1.1 percentage points
Group2018–192025–26Change
Female37 in 10038 in 100+1 in 100
Male37 in 10042 in 100+5 in 100
Hispanic or Latino37 in 10039 in 100+2 in 100
Students with disabilities60 in 10052 in 100−8 in 100
English learners44 in 10043 in 100−1 in 100
Homeless41 in 10053 in 100+12 in 100
Low-income38 in 10039 in 100+1 in 100
All students37 in 10040 in 100+3 in 100
Black or African American—54 in 100—

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

Graduation and readinessstate records · each rate for its own year and class of students
MeasureSource record
This school · CCI overall PreparedCDE 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 32% · numerator 36 students classified Prepared · denominator 114 CCI students.
California · CCI overall PreparedCDE statewide CCI cohort · CCI source year 2025 · all students · overall Prepared rate 52% · numerator 257,567 students classified Prepared · denominator 497,814 CCI students.
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 58% · AP-pathway numerator 21 · denominator 36 (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 36 of 114 CCI students, not the AP-only pathway or A–G completion rate. The California figure is CDE's statewide CCI student cohort, not an average of SchoolScope's comparable high schools or the SchoolScope school-rank pool.

Graduation rate
67%
AP route, among those ready for college or career
58%
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)
72%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
42%

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.

AP course catalog2025–26 · College Board course authorizations
SubjectAuthorization recorded for
English Language and Compositionthis school
Researchthis school
Seminarthis school
U.S. Government and Politicsthis school

Authorization ≠ a section running this year — the Ledger records what the school may teach, not seat counts.

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offeredoffered
AP course count5
AP enrollment (male/female)69
IB participationnot reported
Dual enrollmentoffered · 104 enrolled
Algebra I in grade 8not reported
Calculus sections1
Physics sections2
Chemistry sections4
Reported male/female enrollment (CRDC)356

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
DestinationCompleters% (derived)
University of California55%
California State University1516%
California community college1414%
In-state private77%
Out-of-state, 4-year00%
Out-of-state, 2-year00%
Not enrolled5658%

97 students who finished high school, class of 2023 · state-reported college-going rate 42% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$2,273 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 326

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 326

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 90017 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90017 area
MeasureEstimate
Median household income$52,717
Bachelor's degree or higher (adults 25+)35%
ZIP-area population30,172
Median age33.3 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 90017 →

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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 1,498 high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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