Public school · Los Angeles Unified

Girls Academic Leadership Academy, Dr. Michelle Ki — Rating & test scores

2328 Saint James Place, Los Angeles · 720 students · Grades 6–12

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Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.

A picture of the campus, not an attendance boundary or a rating.

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Scope Score 93

StrongScope Score · 97th percentile. Higher than 97 in 100 of the 1,498 California public high schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

In 2024–25, 100% of the class graduated in four years (83 of 83); across California, 89%.

Source for this line
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 83
Comparison
California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).

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

Overview

Is this school a good high school?

Strong. Girls Academic Leadership Academy, Dr. Michelle Ki is higher than most California high schools on test results and attendance.

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

Test results, spring 2025

English, Proficient or Advanced9587%
Math, Proficient or Advanced9465%
English, Advanced9558%
Math, Advanced9234%

Showing up, 2024–25

Attendance8013 in 100
Girls Academic Leadership Academy, Dr. Michelle Ki’s place among California high schools, out of 100Los Angeles Unified’s other high schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

In grade 11, spring 2026, 65% scored Proficient or Advanced in math, against 32% across California.

Each bar is Girls Academic Leadership Academy, Dr. Michelle Ki’s place among 1,498 California public high schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2025, grade 11, the latest year with a high school Scope Score. That year the state called these levels Met or exceeded and Exceeded. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grade 11. California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 413,523 in math tested).

In its own words

What does this school say about itself?

We haven’t read Girls Academic Leadership Academy, Dr. Michelle Ki’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open galacademy.org (opens in a new tab)

Nearby

How does it compare with schools nearby?

0 of the 9 high schools nearby have a higher Scope Score than Girls Academic Leadership Academy, Dr. Michelle Ki. Each school is compared with every California high school.

Scope Score

10 high schools within 1.1 miles, highest score first. Under each name is how the school takes students.

  1. Girls Academic Leadership Academy, Dr. Michelle KiScope Score 9397th
  2. Orthopaedic HospitalMagnet · by applicationScope Score 8688th
  3. New Designs CharterCharter · its own lotteryScope Score 8586th
  4. Thirty-Second Street USC Performing ArtsMagnet · by applicationScope Score 8483rd
  5. Alliance Dr. Olga MohanCharter · its own lotteryScope Score 8382nd
  6. Alliance Gertz-Ressler Richard Merkin 6-12 ComplexCharter · its own lotteryScope Score 8380th
  7. University Preparatory ValueCharter · its own lotteryScope Score 7862nd
  8. Animo Jackie RobinsonCharter · its own lotteryScope Score 7760th
  9. Santee Education ComplexNeighborhood school · by addressScope Score 6920th
  10. West Adams PreparatoryNeighborhood school · by addressScope Score 6814th
Los Angeles UnifiedCharterMagnet or school of choice

A charter school takes applications from any family and holds a lottery when it has more applicants than seats. A magnet or other school of choice takes applications through its district.

Scope Score from California Department of Education state tests (CAASPP), spring 2025, grade 11. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students met or exceeded the standard in English.

25%50%75%0%25%50%75%100%

5 of 10 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2025, grade 11. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does this school compare with schools like it?

Girls Academic Leadership Academy, Dr. Michelle Ki’s Scope Score is 93. 208 California high schools, counting Girls Academic Leadership Academy, Dr. Michelle Ki, have a similar share of students from low-income families. Their typical score is 74. Girls Academic Leadership Academy, Dr. Michelle Ki’s result is higher than 205 of them.

The five schools with the highest results of the 208

  1. Students from low-income families: 54%

    Scope Score 98Strong · 99th percentile

  2. Students from low-income families: 54%

    Scope Score 96Strong · 98th percentile

  3. Students from low-income families: 57%

    Scope Score 93Strong · 97th percentile

  4. Students from low-income families: 59%

    Scope Score 93Strong · 96th percentile

  5. Students from low-income families: 58%

    Scope Score 92Strong · 95th percentile

208 California public high schools where 51% to 63% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2025.

How the group is chosen

The group is every California public high school we score where 51% to 63% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Girls Academic Leadership Academy, Dr. Michelle Ki’s share. The count includes Girls Academic Leadership Academy, Dr. Michelle Ki. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2025, and school meal eligibility, 2024–25.

Over time

Have results changed?

English results were higher than in 2025; math results were similar. English went from 87% to 94% and math stayed at 65%.

Share at the state’s top two test levels, 2019 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%20192022202320242025202657%60%94%Girls Academic Leadership Academy, Dr. Michelle KiThis school60%Los Angeles UnifiedDistrict57%CaliforniaCalifornia

Math

No comparable testsNo tests25%50%75%20192022202320242025202629%40%65%Girls Academic Leadership Academy, Dr. Michelle KiThis school32%CaliforniaCalifornia31%Los Angeles UnifiedDistrict

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 189 high schools we score (our calculation). Faint lines are its other schools. 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. Los Angeles Unified’s figure weights each school by the students it tested.

English, grade 11: share at the top two levels
SpringGirls Academic Leadership Academy, Dr. Michelle KiLos Angeles UnifiedCaliforniaTested here
201960%57%57%42
202291%52%55%66
202396%55%55%90
202492%55%56%83
202587%58%57%79
202694%60%57%94
Math, grade 11: share at the top two levels
SpringGirls Academic Leadership Academy, Dr. Michelle KiLos Angeles UnifiedCaliforniaTested here
201940%29%32%43
202258%22%27%66
202372%23%27%90
202463%24%28%83
202565%29%30%79
202665%31%32%93

Tests

How did students here do on state tests?

Well above California in both subjects.

English

94%

scored Proficient or Advanced.

3262
Los Angeles Unified59%California57%

Math

65%

scored Proficient or Advanced.

10252441
Los Angeles Unified31%California32%
MinimalDeveloping levelProficientAdvanced

In grade 11, spring 2026, 94% scored Proficient or Advanced in English and 65% in math, against 57% and 32% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grade 11 combined. 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 25 points across California. The grade 11 cards above give each subject’s share.

How do the middle grades do?

Well above California in both subjects. In grades 6–8, spring 2026, 88% scored Proficient or Advanced in English and 61% in math, against 49% and 37% across California. The middle grades are placed separately: 92nd percentile (Strong) among California’s middle schools.

English

88%

scored Proficient or Advanced.

104048
Los Angeles Unified47%California49%

Math

61%

scored Proficient or Advanced.

11282338
Los Angeles Unified35%California37%
Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced79%93%90%
Advanced44%59%40%
Proficient35%34%50%
Developing level18%5%8%
Minimal3%2%2%
Tested9599104
California48%51%49%
Difference+31+42+41
English, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advanced94%
Advanced62%
Proficient32%
Developing level5%
Minimal1%
Tested94
California57%
Difference+37

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced49%64%68%
Advanced33%39%43%
Proficient16%25%25%
Developing level34%28%22%
Minimal17%8%10%
Tested95100104
California37%38%36%
Difference+12+26+32
Math, grade 11: share of students tested, spring 2026
MeasureGrade 11
Proficient or Advanced65%
Advanced41%
Proficient24%
Developing level25%
Minimal10%
Tested93
California32%
Difference+33

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grade 11 · This school62%32%5%1%94
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school41%24%25%10%93
Math, grade 11 · California16%16%20%48%413,523
Math, grade 11 · Los Angeles Unified14%17%22%47%34,113
English, grades 6–8 · This school48%40%10%2%298
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school38%23%28%11%299
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Spring 2026, grade 11 combined: 94 tested in English, 93 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Hispanic or Latino students are the largest group here, at 30% of students. 83 of 714 students missed 10% or more of school days.

Missing school, 2025–26

12in 100

students were chronically absent. That means they missed 10% or more of school days (83 of 714 students).

At the average Los Angeles Unified high school: 28 in 100. At the average California high school: 22 in 100.

Students, 2024–25

720

students in grades 6–12.

Hispanic or Latino 30%White 29%Black or African American 14%Two or more races 12%Asian 11%Filipino 3%Not reported 2%

Family income

57%

of students qualified for free or reduced-price meals in 2024–25, 408 of 720. California: 63%.

Teachers, 2024–25

36

teachers, with 8 years of experience on average.

0% were in their first year.

99% of teaching positions had the right credential, 2021–22.

Suspensions, 2025–26

0

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

Sources: California Department of Education. Each tile names its year.

Missing school, by grade
Grade 6
6 of 99 students in grade 6 were chronically absent.
Grades 7–8
10 in 100 students in grades 7–8 were chronically absent (20 of 207).
Grades 9–12
14 in 100 students in grades 9–12 were chronically absent (57 of 408).
Full student mix, 2025–26
StudentsHere
Hispanic or Latino30%
White29%
Black or African American14%
Two or more races12%
Asian11%
Filipino3%
Not reported2%
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. 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: 33.3 of 33.5 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

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

This schoolThe same group, California
  • Low-incomeEnglish · 49 tested88%California 49%
  • Low-incomeMath · 48 tested54%California 23%
  • WhiteEnglish · 36 tested97%California 68%
  • WhiteMath · 36 tested81%California 44%

88% of low-income students scored Proficient or Advanced in English and 54% in math (grade 11, spring 2026), against 49% and 23% for the same group across California.

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, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 49 tested in English, 48 in math
English88%+3454%+3949%
Math54%+2826%+3123%
White · 36 tested
English97%+2770%+2968%
Math81%+3447%+3744%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

Hispanic or Latino and Asian students and students of two or more races: fewer than 30 tested here. No published rate here for Black or African American, Filipino, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, 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?

100% of students graduated in four years in 2024–25. That compares with 89% across California. 100% were ready for college or career (state measure) in 2024–25. 88% of the class of 2023 enrolled in college within 12 months.

ready for college or career (state measure), 2024–25

100%

Across California: 52%.

of graduates finished the UC/CSU course list, 2024–25

100%

At the average California high school: 56%.

Graduation, college and university records

Preparation · each measure describes a different student group

Graduated in four years

100%

Across California: 89%

2024–25 · 83 of 83 students who started 9th grade together

Ready for college or career (state measure)

100%

Across California: 52%

2024–25 · 83 of 83 students in the state’s measure

Finished the UC/CSU course list

100%

Average California high school: 56%

2024–25 · 83 of 83 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

88% enrolled in college within 12 months · 69 students who finished high school

  • University of California17 · 25%
  • California State University9 · 13%
  • California community college5 · 7%
  • In-state private9 · 13%
  • Out-of-state, 4-year21 · 30%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled8 · 12%

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
88%enrolled in college within a year

69 completers, class of 2023

  • University of California17 (25%)
  • California State University9 (13%)
  • California community college5 (7%)
  • In-state private9 (13%)
  • Out-of-state, 4-year21 (30%)
  • Out-of-state, 2-year0 (0%)
  • Not enrolled8 (12%)

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 · 83 of 83 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 · 83 of 83 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 · 83 of 83 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.

What people say

What do students, families and staff say?

On safety and high expectations, students, families and staff here all answered more positively than at Los Angeles Unified schools in 2025–26.

This schoolLos Angeles Unified schools at the same level, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students, middle grades

302 answered

Feeling safe84%
Belonging79%
Caring adults70%
Having a say69%
High expectations80%
  • Higher than Los Angeles Unified
  • LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted97%district 53%
  • Most kids at this school are kind to each other65%district 31%
  • I feel safe in this school or in online school sessions84%district 64%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?15%district 30%
  • Had mean rumors or lies spread about you?12%district 25%

Students, high school grades

406 answered

Feeling safe84%
Belonging75%
Caring adults69%
Having a say71%
High expectations79%
  • Higher than Los Angeles Unified
  • LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted94%district 63%
  • 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 activities75%district 53%
  • Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)83%district 63%
  • Lower than Los Angeles Unified
  • Adults at this school treat all students with respect56%district 59%
  • Students have a voice in decision making at this school50%district 53%
  • Happened to them 2 or more times in 30 days · lower is better
  • Had mean rumors or lies spread about you?13%district 15%
  • Been made fun of because of your looks or the way you talk?9%district 15%

Families, middle grades

Parents and guardians · 59 surveys came back

Child is safe93%
Feeling welcome91%
Caring adults82%
Being included90%
High expectations94%
Bullying handled66%
  • Higher than Los Angeles Unified
  • This school recruits and organizes parents to help and support the school96%district 81%
  • My child is safe on school grounds93%district 82%
  • School staff expect my child to attend college93%district 82%
  • Lower than Los Angeles Unified
  • Reports of all types of bullying are taken seriously at this school66%district 74%
  • Teachers at this school let me know about my child's progress82%district 88%

Families, high school grades

Parents and guardians · 60 surveys came back

Child is safe86%
Feeling welcome95%
Caring adults82%
Being included96%
High expectations99%
Bullying handled70%
  • Higher than Los Angeles Unified
  • This school recruits and organizes parents to help and support the school98%district 80%
  • This school informs me about school activities in different ways100%district 86%
  • I am greeted by school staff when I visit this school97%district 86%
  • Lower than Los Angeles Unified
  • Teachers at this school let me know about my child's progress78%district 86%
  • Reports of all types of bullying are taken seriously at this school70%district 78%

Staff, middle grades

Teachers and other staff · 63 answered, 40 of them teachers

Feeling safe100%
Caring adults79%
High expectations95%
Little bullying97%
  • Higher than Los Angeles Unified
  • Harassment or bullying among students97%district 71%
  • This school sets high standards for academic performance for all students98%district 91%
  • I feel safe on school grounds during the day100%district 94%
  • Lower than Los Angeles Unified
  • Adults at this school treat all students with respect80%district 90%

Staff, high school grades

Teachers and other staff · 63 answered, 40 of them teachers

Feeling safe100%
Caring adults79%
High expectations95%
Little bullying97%
  • Higher than Los Angeles Unified
  • Harassment or bullying among students97%district 81%
  • This school sets high standards for academic performance for all students98%district 88%
  • I feel safe on school grounds during the day100%district 93%
  • Lower than Los Angeles Unified
  • Adults at this school treat all students with respect80%district 88%

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. The lists name the questions 3 points or more from Los Angeles Unified schools at the same level. 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
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe in this school or in online school sessions84%64%302
Belonging
This school is a supportive and inviting place for students to learn81%63%295
I am happy to be at this school79%64%301
I feel like I am part of this school75%58%300
I feel accepted for who I am at this school78%62%300
Most kids at this school are kind to each other65%31%301
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted97%53%206
Caring adults
Teachers go out of their way to help students70%61%295
The teachers at this school treat students fairly66%52%300
Teachers care if I'm absent from school64%55%298
Adults at this school treat all students with respect71%59%302
There is an adult at my school whom I trust and can talk to no matter what is bothering me61%57%293
There is at least one adult at my school who supports me82%69%292
Teachers at my school know me71%64%290
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me79%68%300
Engagement
Teachers give students a chance to take part in classroom discussions or activities88%75%295
My teachers make learning fun52%44%290
Students have a voice in decision making at this school63%48%297
Teachers encourage students to make decisions77%61%294
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class79%75%297
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 activities54%44%297
High expectations
In my classes, my teachers tell me how I can make my work better78%75%296
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose83%70%296
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%25%301
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.15%30%296
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.5%17%301
Been bullied online?A lower share means fewer students reported it.4%10%298
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.6%16%205
Other questions
The teachers at this school grade me fairly72%61%296
Students know how they are expected to act72%45%301
Adults at this school clearly inform students what would happen if they break school rules82%76%298
What is the highest level of education that you plan to complete?——184
I can change my intelligence with hard work87%72%295
I can increase my intelligence by challenging myself85%71%294
I am capable of learning anything80%68%295
I feel safe in the neighborhood around this school52%62%302
I can do well on all my tests, even when they're difficult68%50%289
I can master the hardest topics in my classes60%42%288
I can meet all the learning goals my teachers set75%54%288
I came to class prepared94%76%298
I remembered and followed directions93%79%297
I paid attention, even when there were distractions78%59%296
How well did you get along with students who are different from you?81%67%299
When others disagreed with you, how respectful were you of their views?85%67%299
How carefully did you listen to other people's points of view?91%75%299

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
QuestionHereLos Angeles Unified high schoolsAnswers
Safety
I feel safe in this school or in online school sessions84%65%406
Belonging
This school is a supportive and inviting place for students to learn74%65%381
I am happy to be at this school70%64%401
I feel like I am part of this school70%59%398
I feel accepted for who I am at this school79%66%397
Most kids at this school are kind to each other65%46%394
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted94%63%395
Caring adults
Teachers go out of their way to help students65%62%380
The teachers at this school treat students fairly61%60%398
Teachers care if I'm absent from school63%54%395
Adults at this school treat all students with respect56%59%399
There is an adult at my school whom I trust and can talk to no matter what is bothering me70%59%378
There is at least one adult at my school who supports me85%68%378
Teachers at my school know me72%61%377
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me77%66%395
Engagement
Teachers give students a chance to take part in classroom discussions or activities87%73%380
My teachers make learning fun56%48%379
Students have a voice in decision making at this school50%53%388
Teachers encourage students to make decisions70%64%383
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class86%74%384
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 activities75%53%385
High expectations
In my classes, my teachers tell me how I can make my work better72%71%382
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose82%70%379
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)83%63%377
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.13%15%394
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.9%15%391
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.2%6%392
Been bullied online?A lower share means fewer students reported it.2%6%391
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.6%10%392
Other questions
The teachers at this school grade me fairly66%61%381
Students know how they are expected to act80%54%393
Adults at this school clearly inform students what would happen if they break school rules71%69%392
What is the highest level of education that you plan to complete?——334
I can change my intelligence with hard work83%72%379
I can increase my intelligence by challenging myself84%73%380
I am capable of learning anything83%72%379
I feel safe in the neighborhood around this school45%57%397
I can do well on all my tests, even when they're difficult66%48%377
I can master the hardest topics in my classes60%44%376
I can meet all the learning goals my teachers set70%54%378
I came to class prepared88%76%384
I remembered and followed directions89%81%378
I paid attention, even when there were distractions77%67%381
How well did you get along with students who are different from you?86%69%391
When others disagreed with you, how respectful were you of their views?88%74%390
How carefully did you listen to other people's points of view?91%79%390

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
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
My child is safe on school grounds93%82%55
Belonging
Clerical/office staff treat me with respect in-person and online95%89%57
Teachers treat me with respect in-person and online91%90%57
I am greeted by school staff when I visit this school91%88%54
I feel welcome to participate at this school88%88%59
Caring adults
Teachers take my concerns seriously81%86%57
Teachers at this school let me know about my child's progress82%88%57
Engagement
This school informs me about school activities in different ways95%89%58
This school includes me in important decisions about my child's education79%82%58
This school recruits and organizes parents to help and support the school96%81%57
High expectations
School staff expect my child to attend college93%82%54
School staff expect my child to graduate from high school96%86%53
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school66%74%55
Other questions
Clerical/office staff take my concerns seriously88%84%57
Clerical/office staff respond to my needs in a timely manner91%84%57
Teachers respond to my needs in a timely manner84%85%57
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school62%83%55
I am satisfied with my school's communication about how to support my child's learning80%85%55
This school encourages my child to explore different career choices88%77%58
School staff help me understand the requirements for CSU/UC admission71%69%42
School staff help me understand which courses my child needs to graduate from high school77%75%44
This school provides instructional resources to help me support my child's education78%82%58
This school offers extra activities for my child's personal growth86%84%58
This school provides high quality instruction to my child91%87%58
I am satisfied with how much my child is learning at this school81%86%58
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances91%86%55
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments88%89%57
I have visited my child's school website to get information and/or access resources96%87%55
This school provides me with information (verbal and written) I can understand95%90%58
School staff provide translation and interpretation services when I need them64%82%33
This school provides information on grade level requirements for my child89%86%55
This school informs me about activities sponsored by the parent and family center91%84%55
I can easily find information about parent workshops or other programs offered at this school88%83%58
This school offers extra academic support for my child88%84%58
I have visited or received assistance from the parent and family center personnel, website or resource pages available online80%77%41
I have received information about my child's progress as an English Learner62%82%29
My child is clearly informed about the consequences of breaking school rules91%91%55
Discipline is fair at this school68%72%56

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
QuestionHereLos Angeles Unified high schoolsAnswers
Safety
My child is safe on school grounds86%81%59
Belonging
Clerical/office staff treat me with respect in-person and online97%87%60
Teachers treat me with respect in-person and online93%88%60
I am greeted by school staff when I visit this school97%86%59
I feel welcome to participate at this school95%87%60
Caring adults
Teachers take my concerns seriously87%85%60
Teachers at this school let me know about my child's progress78%86%60
Engagement
This school informs me about school activities in different ways100%86%60
This school includes me in important decisions about my child's education88%83%60
This school recruits and organizes parents to help and support the school98%80%60
High expectations
School staff expect my child to attend college98%87%59
School staff expect my child to graduate from high school100%90%59
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this school70%78%60
Other questions
Clerical/office staff take my concerns seriously95%84%60
Clerical/office staff respond to my needs in a timely manner93%83%60
Teachers respond to my needs in a timely manner83%84%60
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school60%82%60
I am satisfied with my school's communication about how to support my child's learning85%85%60
This school encourages my child to explore different career choices93%84%60
School staff help me understand the requirements for CSU/UC admission93%81%57
School staff help me understand which courses my child needs to graduate from high school98%86%59
School staff help me understand how to apply for financial aid for college—85%8
School staff help me understand how to help my child apply for college—85%9
This school provides instructional resources to help me support my child's education78%84%59
This school offers extra activities for my child's personal growth87%86%60
This school provides high quality instruction to my child97%86%60
I am satisfied with how much my child is learning at this school90%86%60
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performances95%80%60
I feel comfortable supporting my child’s use of technology at home to access and complete school assignments93%88%60
I have visited my child's school website to get information and/or access resources90%84%59
This school provides me with information (verbal and written) I can understand100%89%60
School staff provide translation and interpretation services when I need them55%83%29
This school provides information on grade level requirements for my child93%87%58
This school informs me about activities sponsored by the parent and family center97%83%58
I can easily find information about parent workshops or other programs offered at this school92%82%60
This school offers extra academic support for my child83%86%60
I have visited or received assistance from the parent and family center personnel, website or resource pages available online74%78%43
I have received information about my child's progress as an English Learner54%80%24
My child is clearly informed about the consequences of breaking school rules92%89%60
Discipline is fair at this school62%77%60

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
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe on school grounds during the day100%94%61
Caring adults
At this school, decisions are made based on students’ needs and interests77%78%62
Adults at this school treat all students with respect80%90%61
High expectations
This school sets high standards for academic performance for all students98%91%63
This school emphasizes teaching lessons in ways relevant to students92%92%62
Bullying called a mild or insignificant problem
Harassment or bullying among students97%71%63
Other questions
I have the materials I need to do my job well75%77%63
Generally speaking, my technology issues are resolved within an acceptable time period82%81%62
I get the help I need to communicate with parents79%77%63
The child abuse training I receive adequately prepares me to address child abuse at my school89%93%63
I feel safe in the neighborhood around my school92%86%60
At this school, parents treat me with respect.81%81%62
This school is a supportive and inviting place for staff to work86%78%62
This school promotes personnel participation in decision-making that affects the school practices and policies81%72%62
How many adults at this school support and treat each other with respect?86%86%63
How many adults at this school feel a responsibility to improve this school?68%75%63
Students treat adults at this school with respect88%70%61
This school clearly communicates to students the consequences of breaking school rules43%74%61
This school effectively handles student discipline and behavioral problems47%67%60
Racial/ethnic conflict among students87%81%63
The curriculum at this school is focused on helping students get ready for college (teachers)97%79%36
Teachers expect most students in this school to go to college (teachers)100%80%36
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)100%86%36
The MyPGS informal observation process has helped me improve my teaching (teachers)59%68%27
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)——20
I use ELPAC scores to plan instruction for my English learner students (teachers)—54%15
I know how to determine progress towards reclassification for my students who are English Learners (teachers)—64%14
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)—70%14
I know which of my students are long-term English learners (LTELs) (teachers)—78%13
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)5%17%38
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)8%35%39
Worked in grade-level or department-level teams to review and align grading practices (teachers)10%42%38
Teachers meet to examine student performance data (teachers)8%33%37
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)13%45%38
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)54%77%39
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)54%76%39
I integrate technology into my instructional practices to meet the needs of my students (teachers)95%92%39
I feel confident integrating technology into my instruction (teachers)90%90%39
What I learn in our school professional development meetings addresses my students' needs (teachers)51%65%39
The professional development I received this year has made a positive impact on my teaching practice (teachers)46%63%39
The professional development I received this year has helped me improve students’ engagement in my class (teachers)40%60%38
The professional development I received this year has helped me improve my students' learning outcomes (teachers)54%64%39
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)59%69%39
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)67%73%39
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)46%66%39
I enjoy teaching at this school (teachers)92%85%39

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
QuestionHereLos Angeles Unified high schoolsAnswers
Safety
I feel safe on school grounds during the day100%93%61
Caring adults
At this school, decisions are made based on students’ needs and interests77%77%62
Adults at this school treat all students with respect80%88%61
High expectations
This school sets high standards for academic performance for all students98%88%63
This school emphasizes teaching lessons in ways relevant to students92%92%62
Bullying called a mild or insignificant problem
Harassment or bullying among students97%81%63
Other questions
I have the materials I need to do my job well75%78%63
Generally speaking, my technology issues are resolved within an acceptable time period82%82%62
I get the help I need to communicate with parents79%77%63
The child abuse training I receive adequately prepares me to address child abuse at my school89%92%63
I feel safe in the neighborhood around my school92%84%60
At this school, parents treat me with respect.81%84%62
This school is a supportive and inviting place for staff to work86%77%62
This school promotes personnel participation in decision-making that affects the school practices and policies81%71%62
How many adults at this school support and treat each other with respect?86%84%63
How many adults at this school feel a responsibility to improve this school?68%73%63
Students treat adults at this school with respect88%78%61
This school clearly communicates to students the consequences of breaking school rules43%71%61
This school effectively handles student discipline and behavioral problems47%66%60
Racial/ethnic conflict among students87%87%63
The curriculum at this school is focused on helping students get ready for college (teachers)97%81%36
Teachers expect most students in this school to go to college (teachers)100%81%36
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)100%87%36
The MyPGS informal observation process has helped me improve my teaching (teachers)59%68%27
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)——20
I use ELPAC scores to plan instruction for my English learner students (teachers)—50%15
I know how to determine progress towards reclassification for my students who are English Learners (teachers)—60%14
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)—65%14
I know which of my students are long-term English learners (LTELs) (teachers)—76%13
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)5%17%38
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)8%28%39
Worked in grade-level or department-level teams to review and align grading practices (teachers)10%35%38
Teachers meet to examine student performance data (teachers)8%27%37
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)13%40%38
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)54%76%39
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)54%76%39
I integrate technology into my instructional practices to meet the needs of my students (teachers)95%92%39
I feel confident integrating technology into my instruction (teachers)90%91%39
What I learn in our school professional development meetings addresses my students' needs (teachers)51%61%39
The professional development I received this year has made a positive impact on my teaching practice (teachers)46%60%39
The professional development I received this year has helped me improve students’ engagement in my class (teachers)40%57%38
The professional development I received this year has helped me improve my students' learning outcomes (teachers)54%60%39
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)59%67%39
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)67%68%39
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)46%62%39
I enjoy teaching at this school (teachers)92%86%39

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.

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 families and staff tell you?

Families and staff can answer a short set of questions about Girls Academic Leadership Academy, Dr. Michelle Ki. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

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.

Answer the staff questionsHow staff answers work

Money

Where does the money go?

$24,368 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.

$24,368

for each student at this school, 2024–25
Spent at the school
$19,360
The school’s share of district office costs
$5,008
Of the total, from federal funds
$1,787
  • Girls Academic Leadership Academy, Dr. Michelle Ki$24,368
  • 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 this school like?

These figures are for everyone who lives in ZIP code 90007. They are not figures for the families at Girls Academic Leadership Academy, Dr. Michelle Ki.

Typical household income in a year

$35,378

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 90007.

Typical home value
$861,700
People who live in this ZIP code
38,715
Typical age
25.4 years
Adults 25 and older with a four-year college degree
29%

Questions to ask

What should I ask, and when?

Bring these 8 questions to Girls Academic Leadership Academy, Dr. Michelle Ki. Confirm anything about applying with the school itself.

On a tour

  1. How do you stretch students who are already ahead?62% scored Advanced in English, grade 11, spring 2026 (94 students tested); California: 27%
  2. What help do students get in math?65% in math and 94% in English scored Proficient or Advanced, grade 11, spring 2026 (93 tested in math, 94 in English)
  3. When a bullying report comes in, who handles it, and how is the family told?9% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  4. What is the school doing about this survey result?62% of families agreed that “Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's school” (55 answered); LAUSD middle: 83%
  5. Which courses and career pathways does the school run, and who can enroll?
  6. How do counselors help students plan for college, training or work?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

How do I get in?

Ask Los Angeles Unified which school serves your address.

Applying to Girls Academic Leadership Academy, Dr. Michelle Ki for 2027–28

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

    LAUSD Choices brochure 

  2. If Girls Academic Leadership Academy, Dr. Michelle Ki is the school for your address, you don’t apply. You register with Los Angeles Unified (LAUSD), and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.

    LAUSD Resident School Identifier 

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

    apply.lausd.net 

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

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is this school?

Address
2328 Saint James Place, Los Angeles 90007Get directions (opens Google Maps in a new tab)
Administrator
Elizabeth Ackerman HicksAs the state’s school directory lists it, last updated July 27, 2024.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 8 common questions

How do I get in?

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

Is Girls Academic Leadership Academy, Dr. Michelle Ki a good school?

Girls Academic Leadership Academy, Dr. Michelle Ki has a Scope Score of 93. It scored higher than 97 in 100 of California’s 1,498 scored public high schools (Strong, 97th percentile, spring 2025).

  • Grades 6–8: higher than 92 in 100 California middle schools we score (92nd percentile, Strong, spring 2026)

See the details ↓

How often do students miss school or get suspended?

In 2025–26, 12 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 0 of 717 students were suspended at least once in 2025–26, against 2.9% at the average California high school. See the details ↓

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 25 points across California. See the details ↓

How do kids like mine do here?

In spring 2026, 87% of low-income students in grades 6, 7, 8 and 11 at Girls Academic Leadership Academy, Dr. Michelle Ki in Los Angeles scored Proficient or Advanced in English, against 41% for the same group across California. See the details ↓

What do families and students say?

93% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 55 answered).

  • 84% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 302 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

Where do students go after finishing high school here?

88% 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 14 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
14
Sources
California Department of EducationU.S. Census BureauNational Student Clearinghouse
State test years
2017–2026

Results

Students

After high school

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2024–25 · ranked #43 of 1,498 California high schools we score · #4 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate100%6425%
Exceeded standardaverage of English and math46%8222%
Ready for college or career (state measure)100%8420%
Met or exceededaverage of English and math76%7918%
Chronically absent10 in 100645%
Suspension rate0 of 722645%

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. The weights above add to 95%: English learners reaching the top level of the state’s English test has no value for this school, so its 5% weight is shared out among the measures above.

School pattern · 2024–25 · What patterns mean

Broad baseMost students here met or exceeded the standard. The Met or exceeded row above gives the figure.
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
2024–259397#43California 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
2018–1914 in 1000 of 493
2021–22not on filenot on file
2022–23not on filenot on file
2023–2413 in 1000 of 738
2024–2510 in 1000 of 722

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 · subjectStudents with scoresTop levelTop two levels
2026 · English39251%89%
2026 · Math39239%62%
2025 · English41654%89%
2025 · Math41736%63%
2024 · English44554%88%
2024 · Math44534%65%
2023 · English49453%87%
2023 · Math49434%63%
2022 · English44252%89%
2022 · Math44030%57%
2019 · English36348%84%
2019 · Math36440%64%
2018 · English21555%89%
2018 · Math21547%70%
2017 · English9443%80%
2017 · Math9434%54%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English10391%
2025 · Grade 7 · English10389%
2025 · Grade 8 · English13189%
2025 · Grade 11 · English7987%
2025 · Grade 6 · Math10462%
2025 · Grade 7 · Math10362%
2025 · Grade 8 · Math13165%
2025 · Grade 11 · Math7965%
2024 · Grade 6 · English10190%
2024 · Grade 7 · English13184%
2024 · Grade 8 · English13089%
2024 · Grade 11 · English8392%
2024 · Grade 6 · Math10159%
2024 · Grade 7 · Math13166%
2024 · Grade 8 · Math13068%
2024 · Grade 11 · Math8363%
2023 · Grade 6 · English13482%
2023 · Grade 7 · English13787%
2023 · Grade 8 · English13387%
2023 · Grade 11 · English9096%
2023 · Grade 6 · Math13460%
2023 · Grade 7 · Math13766%
2023 · Grade 8 · Math13355%
2023 · Grade 11 · Math9072%
2022 · Grade 6 · English13588%
2022 · Grade 7 · English13493%
2022 · Grade 8 · English10784%
2022 · Grade 11 · English6691%
2022 · Grade 6 · Math13559%
2022 · Grade 7 · Math13261%
2022 · Grade 8 · Math10751%
2022 · Grade 11 · Math6658%
2019 · Grade 6 · English10488%
2019 · Grade 7 · English10791%
2019 · Grade 8 · English11084%
2019 · Grade 11 · English4260%
2019 · Grade 6 · Math10464%
2019 · Grade 7 · Math10778%
2019 · Grade 8 · Math11060%
2019 · Grade 11 · Math4340%
2018 · Grade 6 · English10992%
2018 · Grade 7 · English10686%
2018 · Grade 6 · Math10975%
2018 · Grade 7 · Math10664%
2017 · Grade 6 · English9480%
2017 · Grade 6 · Math9454%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide19834%43%22%1%

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-income23387%+42+46
White11894%+25+31
Hispanic or Latino11591%+46+49
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students+14330Accelerated−10330Moderate
English-only students+12272not categorized−11272not categorized
Low-income+14194Accelerated−9194Moderate
White+1998Accelerated−798Moderate
Hispanic or Latino+1293Accelerated−1993Moderate
Black or African American+1146Accelerated−1546Moderate
Two or more races+1644Accelerated−644Moderate
Asian+2032Exceptional+1532Accelerated
Students with disabilities+817Accelerated−1917Moderate
English learners+1514Accelerated−1014Moderate
Recently reclassified as fluent in English+1812not categorized−612not categorized

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+14 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

330 students

CDE growth category: Accelerated

California growth model, English: +14 scale-score points versus the state's expectation, CDE category Accelerated, against SchoolScope's −2-point median for California middle school records.

State model · math−10 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

330 students

CDE growth category: Moderate

California growth model, math: −10 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's −3-point median for California middle school records.

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

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 10 in 100 → 2025–26 · 12 in 100 · +2 in 100
Suspension rate2024–25 · 0 of 722 → 2025–26 · 0 of 717 · 0.0 percentage points
Group2018–192025–26Change
Female14 in 10011 in 100−3 in 100
Asian1 of 398 of 77—
Black or African American17 in 10016 of 98—
Filipino1 of 130 of 19—
Hispanic or Latino20 in 1009 in 100−11 in 100
Two or more races8 of 395 of 87—
White9 in 10016 in 100+7 in 100
Students with disabilities4 of 309 of 53—
English learners5 of 11——
Low-income20 in 10012 in 100−8 in 100
All students14 in 10012 in 100−2 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
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 100% · numerator 83 students classified Prepared · denominator 83 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 100% · AP-pathway numerator 83 · denominator 83 (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 83 of 83 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
100%
AP route, among those ready for college or career
100%
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)
100%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
88%

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.

College destinationsclass of 2023 · state college-going records, 12 months after graduation
DestinationCompleters% (derived)
University of California1725%
California State University913%
California community college57%
In-state private913%
Out-of-state, 4-year2130%
Out-of-state, 2-year00%
Not enrolled812%

69 students who finished high school, class of 2023 · state-reported college-going rate 88% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,234 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 720

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 720

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 90007 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90007 area
MeasureEstimate
Median household income$35,378
Bachelor's degree or higher (adults 25+)29%
ZIP-area population38,715
Median age25.4 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 90007 →

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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 · 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

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

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