Public school · Los Angeles Unified · Los Angeles, California

Katherine Johnson STEM Academy — Rating & test scores

Los Angeles · 6–8 · 133 students (2024–25)

8701 Parkhill Drive, 90045kjstemms.lausd.org ↗(323) 673-1230

Missed LAUSD Choices? Late applications open , and join the end of the waitlist.

Applying for 2027–28. From LAUSD’s Choices brochure ↗.

How to apply ↓

31stpercentileDeveloping

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

Scope Score
31

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

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

Well below California in English (reading and writing) and math, grades 6–8, spring 2026: 35% and 23% scored Proficient or Advanced, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 136 in English, 135 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

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

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Shared campus · © OpenStreetMap

The California School Campus Database records WISH Academy High and WESM Health/Sports Medicine 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.

33 in 100 students (51 of 156) missed 10% or more of school days in 2025–26. That is about one and a third times the rate at the average Los Angeles Unified middle school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 156. District and California figures are averages of school rates (225 Los Angeles Unified schools; 2,529 scored California middle schools), our calculation.

Common questions

How do I get in?

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

Is Katherine Johnson STEM Academy a good middle school?

Katherine Johnson STEM Academy scores higher than 31 in 100 of California’s 2,529 scored public middle schools: 31st percentile, Developing, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 33 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 1.8% of students (3 of 170) were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, about as expected; in math, yes. In 2025, students here in grades 6–8 scored +1 point against the state’s expected score in English, which the state calls Average. In math, they scored +26 points, which it calls Exceptional.

  • Included in this measure: 116 students

Evidence ↓

How do kids like mine do here?

In spring 2026, 29% of low-income students in grades 6–8 at Katherine Johnson STEM Academy in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

What do families and students say?

49% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 63 answered).

  • 39% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 125 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Well below California in both subjects.

State tests (CAASPP), spring 2026

In grades 6–8, spring 2026, 35% scored Proficient or Advanced in English and 23% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 136 in English, 135 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 136 tested

Advanced
7%
Proficient
28%
Below the standard
65%
This school35%
California49%
Los Angeles Unified47%

35% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 135 tested

Advanced
11%
Proficient
12%
Below the standard
77%
This school23%
California37%
Los Angeles Unified35%

23% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced24%52%28%
Advanced2%10%8%
Proficient22%42%20%
Developing level37%26%27%
Minimal39%22%45%
Tested465040
California48%51%49%
Difference−24+1−21

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced11%35%22%
Advanced0%22%10%
Proficient11%13%12%
Developing level18%26%29%
Minimal71%39%49%
Tested454941
California37%38%36%
Difference−26−3−14

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

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

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

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 12 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

Results in both subjects were lower than in 2025. English went from 41% to 35% and math from 44% to 23%.

English · top two levels · grades 6–8

202541%133 tested
→
202635%136 tested

This school

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

Math · top two levels · grades 6–8

202544%132 tested
→
202623%135 tested

This school

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

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, yes. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored +1 point against that expected score in English, which the state calls Average. In math, they scored +26 points, which it calls Exceptional.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 116
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 6–8 · 2025 · 116 students with scores in both years

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

+1 pts

English

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

+26 pts

Math

The state calls it Exceptional, the highest of its five growth levels.

Ask: How does the school check what’s working in math?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school7%28%30%35%136
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 school11%12%24%53%135
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

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

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

Each grade’s results: English ↑ · Math ↑

Results since 20196 tested years shown

Chart and table: 2019–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20192023202635%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20192023202623%37%

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

In grades 6–8, the share at the state’s top two levels in English went from 40% in 2019 to 35% in 2026. In math, it went from 30% in 2019 to 23% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201940%
146 tested		50%
1,390,416 tested
202241%
103 tested		47%
1,277,584 tested
202337%
104 tested		46%
1,267,562 tested
202426%
130 tested		46%
1,269,432 tested
202541%
133 tested		49%
1,266,619 tested
202635%
136 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201930%
147 tested		38%
1,394,239 tested
202217%
101 tested		31%
1,279,506 tested
202326%
105 tested		32%
1,272,024 tested
202428%
130 tested		33%
1,277,570 tested
202544%
132 tested		36%
1,272,526 tested
202623%
135 tested		37%
1,254,800 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 1 point above that expected score, and in math 26 points above it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

Our Scope Score measures growth another way. It compares the latest grade 8 scores here with the school’s grade 6 scores two years earlier (partly different children), then places that change among California schools at the same level. The state’s measure counts only students who took California’s test the year before, so the two can point different ways.

What you can do

Who can act on Katherine Johnson STEM Academy’s results?

Los Angeles Unified’s board decides Katherine Johnson STEM Academy’s plan.

The state hasn’t placed Katherine Johnson STEM Academy in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

What has the state flagged?

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

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

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

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

How to take part

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

Life at school

How often do students miss school or get suspended?

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

State attendance and suspension records, 2025–26

That means they missed 10% or more of school days. At the average Los Angeles Unified middle school, 24 in 100 were. 1.8% of students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 51 of 156 students counted for it; suspension: 3 of 170 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified middle school 0.8%.

Chronically absent, 2025–26

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

51 of 156 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

1.8%

of students were suspended at least once (3 of 170). Average California middle school 3.7%.

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

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 33 in 100, 18 of 55
  • Grades 7–8: 33 in 100, 33 of 101

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

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

Students

125 of 136 students answered (92%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question39%LAUSD middle 64% · 125 answered
Belonging · average of 6 questions41%LAUSD middle 55% · 87–123 answered each
Caring adults · average of 8 questions50%LAUSD middle 61% · 113–124 answered each
Engagement · average of 6 questions42%LAUSD middle 58% · 113–122 answered each
High expectations · average of 2 questions58%LAUSD middle 73% · 118–119 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions32%LAUSD middle 19% · 86–123 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 45 student questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed39%64%125
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed38%63%117
I am happy to be at this schoolShare who agreed or strongly agreed38%64%122
I feel like I am part of this schoolShare who agreed or strongly agreed50%58%119
I feel accepted for who I am at this schoolShare who agreed or strongly agreed51%62%117
Most kids at this school are kind to each otherShare who agreed or strongly agreed16%31%123
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed53%53%87
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed45%61%118
The teachers at this school treat students fairlyShare who agreed or strongly agreed39%52%121
Teachers care if I'm absent from schoolShare who agreed or strongly agreed40%55%116
Adults at this school treat all students with respectShare who agreed or strongly agreed43%59%124
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed55%57%116
There is at least one adult at my school who supports meShare who agreed or strongly agreed66%69%113
Teachers at my school know meShare who agreed or strongly agreed62%64%113
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed48%68%124
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed64%75%118
My teachers make learning funShare who agreed or strongly agreed24%44%113
Students have a voice in decision making at this schoolShare who agreed or strongly agreed30%48%122
Teachers encourage students to make decisionsShare who agreed or strongly agreed50%61%120
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of classShare who agreed or strongly agreed43%75%120
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed41%44%121
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed56%75%119
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed59%70%118
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it43%25%122
Been made fun of because of your looks or the way you talk?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it47%30%121
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it32%17%123
Been bullied online?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it16%10%122
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it23%16%86
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed48%61%118
Students know how they are expected to actShare who agreed or strongly agreed33%45%122
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed60%76%120
What is the highest level of education that you plan to complete?The survey file we hold gives no share for this question, so none is shown——88
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”75%72%118
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”68%71%116
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”74%68%117
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed53%62%123
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”48%50%117
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”45%42%115
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”55%54%116
I came to class preparedShare who answered “Often” or “Almost all the time”62%76%122
I remembered and followed directionsShare who answered “Often” or “Almost all the time”70%79%122
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”47%59%121
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”54%67%123
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”53%67%124
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”64%75%124

Each share counts the answer its row names.

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Families

70 of 128 family surveys came back (55%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question49%LAUSD middle 82% · 63 answered
Belonging · average of 4 questions79%LAUSD middle 89% · 63–70 answered each
Caring adults · average of 2 questions68%LAUSD middle 87% · 65 answered
Engagement · average of 3 questions64%LAUSD middle 84% · 66–70 answered each
High expectations · average of 2 questions63%LAUSD middle 84% · 46–58 answered each
Bullying reports taken seriously · 1 question28%LAUSD middle 74% · 64 answered
All 38 family questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed49%82%63
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed82%89%66
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed82%90%65
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed79%88%63
I feel welcome to participate at this schoolShare who agreed or strongly agreed74%88%70
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed66%86%65
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed69%88%65
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed71%89%70
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed56%82%70
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed65%81%66
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed59%82%58
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed67%86%46
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed28%74%64
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed66%84%65
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed71%84%65
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed63%85%65
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed55%83%64
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed56%85%64
This school encourages my child to explore different career choicesShare who agreed or strongly agreed47%77%70
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed26%69%39
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed32%75%38
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed61%82%70
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed59%84%69
This school provides high quality instruction to my childShare who agreed or strongly agreed61%87%70
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed57%86%70
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed70%86%64
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed76%89%66
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed75%87%63
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed67%90%70
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed43%82%35
This school provides information on grade level requirements for my childShare who agreed or strongly agreed52%86%63
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed53%84%64
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed65%83%66
This school offers extra academic support for my childShare who agreed or strongly agreed71%84%70
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed49%77%47
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed56%82%39
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed72%91%64
Discipline is fair at this schoolShare who agreed or strongly agreed28%72%64

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

20 of 20 staff answered (100%), 10 of them teachers

Bullying called a mild or insignificant problem · 1 question30%LAUSD middle 71% · 20 answeredShare who called it a mild or insignificant problem.
All 41 staff questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem30%71%20
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed45%77%20
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed60%81%20
I get the help I need to communicate with parentsShare who agreed or strongly agreed—77%19
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed95%93%20
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers100%86%20
At this school, parents treat me with respect.Share who agreed or strongly agreed65%81%20
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed30%78%20
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed40%72%20
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”90%86%20
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”75%75%20
Students treat adults at this school with respectShare who agreed or strongly agreed25%70%20
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed—74%19
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed20%67%20
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem85%81%20
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—79%9
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—80%9
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—86%9
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—68%7
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”——7
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—54%7
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—64%7
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—70%7
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—78%7
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—17%9
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—35%9
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—42%9
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—33%9
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”—45%9
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—77%9
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)Share who agreed or strongly agreed—76%9
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—92%9
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—90%9
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—65%9
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—63%9
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—60%9
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—64%9
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—69%9
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—73%9
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—66%9
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—85%9

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

Data source: Los Angeles Unified School District, School Experience Survey 2025–26. Survey results from Los Angeles Unified School District (opens in a new tab)

Know this school? Add your answers

Have a child here? Answer 7 questions about how Katherine Johnson STEM Academy works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Katherine Johnson STEM Academy as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

Ask: Does the school share its survey results with families, and what has it changed because of them?

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

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

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

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

Every learner

How do kids like mine do here?

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

Student groups, grades 6–8, spring 2026

29% of low-income students scored Proficient or Advanced in English and 17% in math (grades 6–8, spring 2026), against 39% and 26% for the same group across California.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Katherine Johnson STEM AcademySame group, California
  • Low-incomeEnglish · 109 tested29%Same group, California 39%
  • Low-incomeMath · 107 tested17%Same group, California 26%
  • Black or African AmericanEnglish · 82 tested31%Same group, California 33%
  • Black or African AmericanMath · 82 tested17%Same group, California 20%

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

Who are the students?

2025–26 · students counted
1. Black or African American: 59%2. Hispanic or Latino: 24%Unallocated share: 17%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Black or African American59%
  2. Hispanic or Latino24%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share17%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Who are the families and teachers?

71%of students qualified for free or reduced-price meals in 2024–25, 94 of 133. California: 63%.

9teachers, 2024–25

10 yearsaverage experience, 2024–25

0%in their first year, 2024–25

92%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 109 tested in English, 107 in math
English29%−1443%−1039%
Math17%−1431%−926%
Black or African American · 82 tested
English31%−637%−233%
Math17%−825%−320%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. No group that is behind across California does 10 or more points better here.

Hispanic or Latino students, 32 tested: no rate for grade 7 in our records, and fewer than 30 tested in the grades with one. Students with disabilities, 32 tested: no rate for grade 6 in our records, and fewer than 30 tested in the grades with one. No published rate here for Asian, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners and foster youth. That can reflect privacy rules or small numbers; it isn’t evidence of a gap. This table covers groups by income, race or ethnicity, language and disability; girls and boys aren’t split out.

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Black or African American59%
Hispanic or Latino24%
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: 92% of teaching positions, 6.4 properly credentialed teaching-position FTE out of 7 total position FTE (FTEs as rounded by the source; the share is CDE’s own). This measures positions, not individual teachers.

Next steps

What comes after Katherine Johnson STEM Academy, and how do I get in?

Venice Senior High.

Katherine Johnson STEM Academy’s attendance zone is split: the largest part of its children, 24%, is assigned to Venice Senior High. In the district’s boundaries, Katherine Johnson STEM Academy draws from 7 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Katherine Johnson STEM Academy
High · next
Venice Senior High 75th · Strong · 2025

Assigned for part of the zone

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

All recorded links and nearby alternatives

Elementary links

High-school links

  • WESM Health/Sports Medicine

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

    32nd percentile · Developing · high · 2025

    76% of the zone’s children

  • Venice Senior High

    Assigned for part of the zone

    75th percentile · Strong · high · 2025

    24% of the zone’s children

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

Where the path ends: Venice Senior High
Venice Senior High75th · Strong · 2025 · Scope Score 65district-published assignment for part of the zone

The road from this school ends at Venice Senior High. UC records 70 enrollees from Venice Senior High for fall 2025. The AP Course Audit lists 24 AP courses its teachers are authorized to teach in 2025–26. Those figures come from dated records. A child starting here today would reach Venice Senior High around 2029, and a school can change a lot in 3 years. By the state’s 2023 count, 75% of the students who finished high school at Venice Senior High enrolled in college within 12 months, UC or not.

70 UC enrollees (fall 2025) · 24 authorized AP courses (AP Course Audit 2025–26) → full record on Venice Senior High's page
Source: UC & College Board AP Course Ledger

Ask Los Angeles Unified which school serves your address.

Applying to Katherine Johnson STEM Academy for 2027–28

  1. If Katherine Johnson STEM Academy serves your address, you register there without applying. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

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

    apply.lausd.net ↗

  3. Magnets select by priority points. A child who isn’t selected is waitlisted only at their first-choice magnet, so list first the one you want most.

  4. Choices letters go out February 8–12, 2027. Accept or decline by March 5, 2027: no answer counts as a decline.

Compare with other schools

How Choices, lotteries and waitlists work

School website: kjstemms.lausd.org ↗Office: (323) 673-1230Administrator: Yesenia Arroyo

Location and visiting

Get directions  (opens Google Maps in a new tab)
8701 Parkhill Drive, Los Angeles 90045

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

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 33 in 100 chronically absent, 2025–26 (51 of 156 students); average California middle school: 18 in 100
  2. How does the school check what’s working in math? Math: 44% in 2025 to 23% in 2026 here; California: 36% to 37%
  3. When a student is suspended, what happens before and after, and who talks with the family?
  4. Does the school share its survey results with families, and what has it changed because of them?
  5. When a bullying report comes in, who handles it, and how is the family told? 32% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  6. What is the school doing about this survey result? 28% of families agreed that “Reports of all types of bullying are taken seriously at this school” (64 answered); LAUSD middle: 74%

Office (323) 673-12308701 Parkhill Drive, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle schools, 2026

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #1,720 of 2,529 California middle schools we score · #180 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math9%4042%
Proficient or Advancedaverage of English and math28%4123%
8th graders in 2026 against 6th graders in 2024 (partly different children)+47 scale-score pts4920%
Chronically absent33 in 100325%
Suspension rate1.8% (3 of 170)575%

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students. 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.

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–263131#1720California middle schools · 2,529 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1914 in 1002.7% (5 of 187)+10
2021–22not on filenot on file+15
2022–23not on filenot on file−3
2023–2415 in 1005.2% (8 of 155)+10
2024–2521 in 1004.8% (7 of 147)+9
2025–2633 in 1001.8% (3 of 170)+7

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

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

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1367%35%
2026 · Math13511%23%
2025 · English13312%41%
2025 · Math13226%44%
2024 · English1309%26%
2024 · Math13011%28%
2023 · English1046%37%
2023 · Math10511%26%
2022 · English10312%41%
2022 · Math1017%17%
2019 · English14612%40%
2019 · Math14714%30%
2018 · English10218%47%
2018 · Math10415%35%

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 · English4643%
2025 · Grade 7 · English4032%
2025 · Grade 8 · English4745%
2025 · Grade 6 · Math4538%
2025 · Grade 7 · Math4038%
2025 · Grade 8 · Math4755%
2024 · Grade 6 · English4321%
2024 · Grade 7 · English4326%
2024 · Grade 8 · English4432%
2024 · Grade 6 · Math4221%
2024 · Grade 7 · Math4434%
2024 · Grade 8 · Math4430%
2023 · Grade 6 · English3730%
2023 · Grade 7 · English3339%
2023 · Grade 8 · English3441%
2023 · Grade 6 · Math3730%
2023 · Grade 7 · Math3336%
2023 · Grade 8 · Math3511%
2022 · Grade 6 · English3324%
2022 · Grade 7 · English3043%
2022 · Grade 8 · English4052%
2022 · Grade 6 · Math3216%
2022 · Grade 7 · Math3017%
2022 · Grade 8 · Math3918%
2019 · Grade 6 · English5435%
2019 · Grade 7 · English6240%
2019 · Grade 8 · English3050%
2019 · Grade 6 · Math5424%
2019 · Grade 7 · Math6335%
2019 · Grade 8 · Math3030%
2018 · Grade 6 · English5942%
2018 · Grade 7 · English4353%
2018 · Grade 6 · Math6035%
2018 · Grade 7 · Math4434%

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
Schoolwide412%10%59%29%

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-income10929%−14−10
Black or African American8231%−6−2
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+1116Average+26116Exceptional
English-only students−499not categorized+1899not categorized
Low-income−482Average+2482Exceptional
Black or African American−957Moderate+757Accelerated
Hispanic or Latino032Average+3232Exceptional
Students with disabilities−629Moderate+1129Accelerated
Two or more races−914Moderate+5214Exceptional

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, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
7%
exceeded standard · 21% met or exceeded
CDE CAASPP 2024 · 43 English test records with scores
English · 2026 · Grade 8
8%
Advanced · 28% Proficient or Advanced
CDE CAASPP 2026 · 40 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 41 (school-grade cohort proxy).

These paired percentages describe English results for grade groups at this school in two years. The groups are not matched students. SchoolScope's scored growth measure uses a different school-level scale-score proxy across English and math; California's matched-student model is a separate measure.

California growth model · points vs expected

State model · English+1 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

116 students

CDE growth category: Average

California growth model, English: +1 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −2-point median for California middle school records.

State model · math+26 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

116 students

CDE growth category: Exceptional

California growth model, math: +26 scale-score points versus the state's expectation, CDE category Exceptional, 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 · 21 in 100 → 2025–26 · 33 in 100 · +12 in 100
Suspension rate2024–25 · 4.8% (7 of 147) → 2025–26 · 1.8% (3 of 170) · −3.0 percentage points
Group2018–192025–26Change
Female15 in 10027 in 100+12 in 100
Male14 in 10037 in 100+23 in 100
Black or African American12 in 10035 in 100+23 in 100
Hispanic or Latino20 in 10022 in 100+2 in 100
White15 in 100——
Students with disabilities10 in 10038 in 100+28 in 100
Low-income19 in 10036 in 100+17 in 100
All students14 in 10033 in 100+19 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$990 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 133

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 133

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 90045 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90045 area
MeasureEstimate
Median household income$135,032
Bachelor's degree or higher (adults 25+)63%
ZIP-area population41,786
Median age36.4 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 90045 →

Downloads, embed and methodologyCSV · embed code · sources · corrections

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2025–26 results, compared across 2,529 middle schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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