Graduated in four years
0%
Special education center · Los Angeles Unified · Los Angeles, California
Joseph Pomeroy Widney Career Preparatory and Transition Center
Los Angeles · 11–12 · 264 students (2024–25)
A special education school: students are placed here through their IEP team, so we publish its results without a rating.
Shared campus · © OpenStreetMap
The California School Campus Database records Crown Preparatory Academy and Twenty-Fourth Street Elementary on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.
Drawn from OpenStreetMap, with building heights from LA County, inside the campus outline from the California School Campus Database (2025). Volunteers map it, so a new building may be missing.
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.
Common questions
How are students placed here?
Students are placed here by an IEP team, not by address and not by lottery. Confirm placement with Los Angeles Unified. Evidence ↓
How often do students miss school or get suspended?
37 in 100 students were chronically absent in 2025–26 (104 of 278), meaning they missed 10% or more of school days. 0 of 283 students were suspended at least once in 2025–26. Evidence ↓
How do I visit Joseph Pomeroy Widney Career Preparatory and Transition Center?
Call the office at (323) 731-8633 to ask about a visit. Questions to bring are under Next steps. Evidence ↓
What you can do
Who can act on Joseph Pomeroy Widney Career Preparatory and Transition Center’s results?
The state took Joseph Pomeroy Widney Career Preparatory and Transition Center out of its most intensive support; Los Angeles Unified’s board decides its plan.
Students at Joseph Pomeroy Widney Career Preparatory and Transition Center are placed here by an IEP team, not by address and not by lottery.
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 in four years?
No student graduated in four years in 2024–25.
State graduation, readiness, college-going, attendance and suspension records
The four-year rate counts regular high school diplomas only, not a certificate of completion. Ask how many students here finish with each, and what each one leads to.
Preparation · each measure describes a different student group
Ready for college or career (state measure)
0%
Ask: How does the school track each student’s IEP goals, and how does it plan the move after high school?
Where these figures come fromEach measure’s source, student group and definition
- Graduated in four years
- 2024–25 · 0 of 17 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
- Ready for college or career (state measure)
- 2024–25 · 0 of 17 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.
How often do students miss school or get suspended?
37 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 0 of 283 students were suspended at least once in 2025–26.
Source
- Source
- CDE chronic absenteeism and suspension files, 2025–26
- Students
- chronic absence: 104 of 278 students counted for it; suspension: 0 of 283 students enrolled during the year
Chronically absent, 2025–26
37 in 100This school
104 of 278 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
0 of 283
students were suspended at least once.
Ask: When a child starts missing school, who calls the family, and how soon?
What people say
What do students, families and staff say?
LAUSD School Experience Survey, 2025–26
This schoolEach bar 0–100%
Students
We don’t have student survey results for Joseph Pomeroy Widney Career Preparatory and Transition Center. Ask whether the school surveys its students, and what it learned from the answers.
Families
30 of 264 family surveys came back (11%) · share who agreed or strongly agreed, unless a row says otherwise
Safety · 1 question89%28 answered
Belonging · average of 4 questions97%28–30 answered each
Caring adults · average of 2 questions97%30 answered
Engagement · average of 3 questions93%30 answered
High expectations · average of 2 questions84%25 answered
Bullying reports taken seriously · 1 question93%29 answered
All 40 family questionseach with its answer count
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| My child is safe on school groundsShare who agreed or strongly agreed | 89% | 28 |
| Belonging | ||
| Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed | 97% | 30 |
| Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed | 100% | 30 |
| I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed | 93% | 28 |
| I feel welcome to participate at this schoolShare who agreed or strongly agreed | 97% | 30 |
| Caring adults | ||
| Teachers take my concerns seriouslyShare who agreed or strongly agreed | 93% | 30 |
| Teachers at this school let me know about my child's progressShare who agreed or strongly agreed | 100% | 30 |
| Engagement | ||
| This school informs me about school activities in different waysShare who agreed or strongly agreed | 97% | 30 |
| This school includes me in important decisions about my child's educationShare who agreed or strongly agreed | 93% | 30 |
| This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed | 90% | 30 |
| High expectations | ||
| School staff expect my child to attend collegeShare who agreed or strongly agreed | 72% | 25 |
| School staff expect my child to graduate from high schoolShare who agreed or strongly agreed | 96% | 25 |
| Bullying reports taken seriously | ||
| Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed | 93% | 29 |
| Other questions | ||
| Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed | 90% | 30 |
| Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed | 87% | 30 |
| Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed | 97% | 30 |
| Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed | 87% | 30 |
| I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed | 87% | 30 |
| This school encourages my child to explore different career choicesShare who agreed or strongly agreed | 97% | 30 |
| School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed | 71% | 24 |
| School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed | 81% | 26 |
| School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed | 82% | 22 |
| School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed | 64% | 22 |
| This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed | 82% | 28 |
| This school offers extra activities for my child's personal growthShare who agreed or strongly agreed | 83% | 30 |
| This school provides high quality instruction to my childShare who agreed or strongly agreed | 97% | 30 |
| I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed | 90% | 30 |
| I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed | 90% | 30 |
| I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed | 90% | 30 |
| I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed | 87% | 30 |
| This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed | 100% | 30 |
| School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed | 92% | 26 |
| This school provides information on grade level requirements for my childShare who agreed or strongly agreed | 100% | 27 |
| This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed | 96% | 28 |
| I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed | 97% | 30 |
| This school offers extra academic support for my childShare who agreed or strongly agreed | 73% | 30 |
| I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed | 93% | 28 |
| I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed | 85% | 26 |
| My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed | 97% | 29 |
| Discipline is fair at this schoolShare who agreed or strongly agreed | 90% | 30 |
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
72 of 121 staff answered (60%), 22 of them teachers · share who agreed or strongly agreed, unless a row says otherwise
Safety · 1 question84%70 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions68%69–71 answered each
High expectations · average of 2 questions79%66–68 answered each
Bullying called a mild or insignificant problem · 1 question89%70 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the dayShare giving one of the two most positive answers | 84% | 70 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed | 61% | 71 |
| Adults at this school treat all students with respectShare who agreed or strongly agreed | 75% | 69 |
| High expectations | ||
| This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed | 80% | 66 |
| This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed | 78% | 68 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among studentsShare who called it a mild or insignificant problem | 89% | 70 |
| Other questions | ||
| I have the materials I need to do my job wellShare who agreed or strongly agreed | 73% | 71 |
| Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed | 79% | 71 |
| I get the help I need to communicate with parentsShare who agreed or strongly agreed | 70% | 71 |
| The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed | 92% | 71 |
| I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers | 91% | 68 |
| At this school, parents treat me with respect.Share who agreed or strongly agreed | 86% | 72 |
| This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed | 61% | 72 |
| This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed | 49% | 72 |
| How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults” | 67% | 69 |
| How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults” | 43% | 68 |
| Students treat adults at this school with respectShare who agreed or strongly agreed | 89% | 70 |
| This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed | 65% | 65 |
| This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed | 42% | 67 |
| Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem | 91% | 70 |
| The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed | — | 10 |
| Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed | — | 10 |
| 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 | — | 10 |
| The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed | — | 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” | — | 5 |
| I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed | — | 5 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed | — | 5 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed | — | 5 |
| I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed | — | 2 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly” | 30% | 20 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly” | 20% | 20 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly” | 20% | 20 |
| Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more” | 15% | 20 |
| 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” | 35% | 20 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed | 60% | 20 |
| 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 | 80% | 20 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed | 100% | 20 |
| I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed | 95% | 20 |
| What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed | 60% | 20 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed | 45% | 20 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed | 30% | 20 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed | 45% | 20 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed | 50% | 20 |
| 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 | 45% | 20 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed | 40% | 20 |
| I enjoy teaching at this school (teachers)Share who agreed or strongly agreed | 85% | 20 |
“—” 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
Work here? Answer 8 questions about Joseph Pomeroy Widney Career Preparatory and Transition Center as a workplace, with your Los Angeles Unified work email.
Answer the staff questionsAsk: Does the school share its survey results with families, and what has it changed because of them?
About the survey and these figuresWho answers, what we show, and how a theme figure is made
Los Angeles Unified School District, School Experience Survey 2025–26 (researcher file). Students in grades 4–12 take it; some questions go only to older grades.
LAUSD publishes no minimum number of answers. We show a question only when at least 20 people answered it, and a group only when at least 10% of it responded, so the answers speak for more than the few who chose to reply. LAUSD’s figures cover all its schools at each level, so they aren’t shown beside this school.
Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.
Every learner
Who goes here?
Hispanic or Latino students are the largest group here: 77%.
Students, families and teachers
Who are the students?
2025–26 · students counted- Hispanic or Latino77%
- Black or African American14%
- White—
- Asian—
- Filipino—
- Two or more races—
- American Indian or Alaska Native—
- Pacific Islander—
- Not reported—
- Unallocated share9%
Who are the families and teachers?
89%of students qualified for free or reduced-price meals in 2024–25, 235 of 264.
30teachers, 2024–25
20 yearsaverage experience, 2024–25
0%in their first year, 2024–25
46%of teaching positions with proper credential and placement, 2021–22
Are English learners moving up on the state’s English test?
20% 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 · 4 of 20 English learners20%
Shown as reported, with no comparison. 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 ↗.
Ask: Which services and therapies does each student get during the school day, and who provides them?
Full student mix, comparisons and sources, 2025–26
| Students, 2025–26 | Here |
|---|---|
| Hispanic or Latino | 77% |
| Black or African American | 14% |
| 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: 46% of teaching positions, 12.3 properly credentialed teaching-position FTE out of 27 total position FTE. This measures positions, not individual teachers.
Next steps
How are students placed here?
Confirm placement with Los Angeles Unified.
Location and visiting
Get directions (opens Google Maps in a new tab)Directory location · Explore nearby schools on the map. Confirm placement with Los Angeles Unified.
Questions for your visit
- How does the school track each student’s IEP goals, and how does it plan the move after high school?
- When a child starts missing school, who calls the family, and how soon?
- Does the school share its survey results with families, and what has it changed because of them?
- Which services and therapies does each student get during the school day, and who provides them?
- How are my child’s IEP goals set, reviewed and shared with our family?
- What transition services help students plan for life, training or work after school?
Office (323) 731-86332302 South Gramercy Place, directions (opens Google Maps in a new tab)
Source records
Every figure on this page, with its source, grades, year and count.
CDE assessment recordsCDE CAASPP 2026 · every level, as published · raw grade–subject rows
What each level means: California's level descriptions.
All Grades is an aggregate, not another group of students. Same-year grade groups are not matched children. 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.
The spring 2026 CAASPP records we hold have no English or math rows for this school. Its earlier results are under Every tested year.
Every tested year2016–2022 · rates, tested counts, and each grade
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.
English and math by test year · all tested grades
| Year · subject | Students with scores | Exceeded | Met or exceeded |
|---|---|---|---|
| 2022 · English | 0 | — | — |
| 2022 · Math | 0 | — | — |
| 2016 · English | 0 | — | — |
| 2016 · Math | 0 | — | — |
Each year names its school year end (2026 = 2025–26). “Students with scores” counts each subject on its own, so don’t add the English and math counts together. A dash is unavailable, not zero.
Earlier years · grade and subject
| Year · grade · subject | Students with scores | Met or exceeded |
|---|---|---|
| 2022 · Grade 11 · English | 0 | — |
| 2022 · Grade 11 · Math | 0 | — |
| 2016 · Grade 11 · English | 0 | — |
| 2016 · Grade 11 · Math | 0 | — |
“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.
Graduation and readinessstate records · each rate for its own year and class of students
Graduation rate
0%
CDE reporting year 2025. Graduation uses an adjusted four-year cohort; A–G completion and college-going use their separately reported populations. These source periods and populations differ from CAASPP 2026. Rates shown here do not form a SchoolScope score or rank.
| Measure | Source record |
|---|---|
| This school · CCI overall Prepared | CDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 0% · numerator 0 students classified Prepared · denominator 17 CCI students. |
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP-pathway numerator 0 · denominator 0 (CCI Prepared students). Share among Prepared students: not calculable, because no student here was classified Prepared. 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.
This CDE-reported school CCI record has its own population and period. It does not recalculate a SchoolScope score, factor, or rank.
Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26
CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.
| Year-over-year school rates |
|---|
| Chronic absenteeism2024–25 · 40 in 100 → 2025–26 · 37 in 100 · −3 in 100 |
| Suspension rate2024–25 · 0 of 275 → 2025–26 · 0 of 283 · 0.0 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | 44 in 100 | 39 in 100 |
| Male | 43 in 100 | 37 in 100 |
| Asian | 29 in 100 | — |
| Black or African American | 34 in 100 | 37 in 100 |
| Hispanic or Latino | 46 in 100 | 37 in 100 |
| Students with disabilities | 44 in 100 | 37 in 100 |
| English learners | 45 in 100 | 50 in 100 |
| Low-income | 43 in 100 | 37 in 100 |
| All students | 44 in 100 | 37 in 100 |
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
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$1,917 per pupil
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 264
Central federal expenditures attributed here$553 per pupil
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 264
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
Selected General Fund operating costs · FY 2024–25 · SchoolScope calculation
Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $5,655,379,384 | 51.81% | 52% |
| Instruction support | $1,791,152,348 | 16.41% | 17% |
| Student services | $1,344,873,232 | 12.32% | 12% |
| Administration | $763,652,780 | 7.00% | 7% |
| Buildings & maintenance | $1,099,649,062 | 10.07% | 10% |
| Other | $260,356,595 | 2.39% | 2% |
| Total | $10,915,063,400 | 100.00% | 100% |
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 90018 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $62,864 |
| Bachelor's degree or higher (adults 25+) | 23% |
| ZIP-area population | 48,745 |
| Median age | 37.7 years |
Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. See all schools in ZIP code 90018 →
Downloads and methodologyCSV · sources · corrections
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · staffing and finance name their own sources and years beside each figure · Data updated October 15, 2026.
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