Public school · Los Angeles Unified · Huntington Park, California

Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine — Rating & test scores

Huntington Park · 9–12 · 729 students (2024–25)

6361 Cottage Street, 90255marquezhs.net ↗(323) 584-3800
76thpercentileStrong

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

Scope Score
66

Weighted composite · 2024–25
A weighted mix of seven measures.

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

In 2024–25, 98% of the class graduated in four years (160 of 163); across California, 89%.

Source
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 163
Comparison
California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).
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Shared campus · © OpenStreetMap

Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine, Linda Esperanza Marquez High B LIBRA Academy and Linda Esperanza Marquez High C School of Social Justice share this address in the state’s school directory. OpenStreetMap maps the grounds as one campus. Which buildings each school uses here isn’t mapped.

Drawn from OpenStreetMap. Volunteers map it, so a new building may be missing. Buildings with no mapped height are drawn one storey high.

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

Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.

In grade 11, spring 2026, 66% scored Proficient or Advanced in English (reading and writing), against 57% across California.

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

Sources
The sentence above
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; 414,559 in English tested).

Common questions

How do I get in?

If Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first. Evidence ↓

Is Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine a good high school?

Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine scores higher than 76 in 100 of California’s 1,498 scored public high schools: 76th percentile, Strong, spring 2025. Evidence ↓

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 767 students were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

More questions (5)

How does math compare with English?

In grade 11, spring 2026, math trails English by 33 percentage points in the share who scored Proficient or Advanced, against 25 points across California. Evidence ↓

How do kids like mine do here?

In spring 2026, 64% of low-income students in grade 11 at Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine scored Proficient or Advanced in English, against 49% for the same group across California. Evidence ↓

What do families and students say?

82% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD high schools 81%, 594 answered).

  • 63% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD high schools 65%, 746 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

Where do students go after finishing high school here?

77% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Above California in English; near it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 66% scored Proficient or Advanced in English and 33% in math, against 57% and 32% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 11: 183
Comparison
California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English, 413,523 in math tested). The comparisons use the same grade and year.
AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 183 tested

Advanced
26%
Proficient
40%
Below the standard
34%
This school66%
California57%
Los Angeles Unified59%

66% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 183 tested

Advanced
14%
Proficient
19%
Below the standard
67%
This school33%
California32%
Los Angeles Unified31%

33% Proficient or Advanced in grade 11.

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

How does math compare with English?

In grade 11, spring 2026, math trails English by 33 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English went from 67% to 66% and math from 37% to 33%.

English · top two levels · grade 11

202567%172 tested
→
202666%183 tested

This school

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

Math · top two levels · grade 11

202537%172 tested
→
202633%183 tested

This school

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

Each year is a different group of students.

Ask: What extra help do students who are behind get, and how do you know it’s working?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grade 11 · This school26%40%19%15%183
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school14%19%28%39%183
Math, grade 11 · California16%16%20%48%413,523
Math, grade 11 · Los Angeles Unified14%17%22%47%34,113

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

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

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202666%57%
Math top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202633%32%

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

In grade 11, the share at the state’s top two levels in English went from 57% in 2017 to 66% in 2026, with 2025 and 2026 about the same. In math, it went from 15% in 2017 to 33% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
YearThis schoolCalifornia
201757%
115 tested		60%
444,040 tested
201868%
141 tested		56%
439,134 tested
201974%
155 tested		57%
439,947 tested
202269%
162 tested		55%
427,007 tested
202367%
163 tested		55%
442,128 tested
202466%
159 tested		56%
435,296 tested
202567%
172 tested		57%
432,651 tested
202666%
183 tested		57%
414,559 tested
Math · top two levels · grade 11
YearThis schoolCalifornia
201715%
115 tested		32%
442,457 tested
201830%
141 tested		31%
437,883 tested
201935%
156 tested		32%
438,107 tested
202230%
162 tested		27%
424,390 tested
202327%
163 tested		27%
440,912 tested
202426%
159 tested		28%
434,711 tested
202537%
172 tested		30%
431,903 tested
202633%
183 tested		32%
413,523 tested

Life at school

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

98% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 87% were ready for college or career (state measure) in 2024–25. 77% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

98%

Across California: 89%

2024–25 · 160 of 163 students who started 9th grade together

Ready for college or career (state measure)

87%

Across California: 52%

2024–25 · 142 of 163 students in the state’s measure

Finished the UC/CSU course list

86%

Average California high school: 56%

2024–25 · 137 of 160 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

77% enrolled in college within 12 months · 168 students who finished high school

  • University of California40 · 24%
  • California State University66 · 39%
  • California community college15 · 9%
  • In-state private4 · 2%
  • Out-of-state, 4-year5 · 3%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled38 · 23%

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.

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

Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 160 of 163 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 · 142 of 163 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 · 137 of 160 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

12 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. At the average Los Angeles Unified high school, 28 in 100 were. 0 of 767 students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 95 of 759 students counted for it; suspension: 0 of 767 students enrolled during the year
Comparison
Each comparison is the rate at the average school (our average of school rates), not a pooled rate. Also: suspensions at the average Los Angeles Unified high school 0.7%.

Chronically absent, 2025–26

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

95 of 759 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 767

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

Ask: When a child starts missing school, who calls the family, and how soon?

What people say

What do students, families and staff say?

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

LAUSD School Experience Survey, 2025–26

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

Students

746 of 746 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question63%LAUSD high 65% · 746 answered
Belonging · average of 6 questions63%LAUSD high 61% · 736–742 answered each
Caring adults · average of 8 questions64%LAUSD high 61% · 733–743 answered each
Engagement · average of 6 questions64%LAUSD high 61% · 734–743 answered each
High expectations · average of 3 questions75%LAUSD high 68% · 738–741 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions12%LAUSD high 10% · 740–744 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 46 student questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed63%65%746
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed70%65%739
I am happy to be at this schoolShare who agreed or strongly agreed65%64%742
I feel like I am part of this schoolShare who agreed or strongly agreed62%59%737
I feel accepted for who I am at this schoolShare who agreed or strongly agreed70%66%736
Most kids at this school are kind to each otherShare who agreed or strongly agreed48%46%736
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed64%63%741
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed66%62%740
The teachers at this school treat students fairlyShare who agreed or strongly agreed62%60%737
Teachers care if I'm absent from schoolShare who agreed or strongly agreed60%54%734
Adults at this school treat all students with respectShare who agreed or strongly agreed67%59%743
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed60%59%740
There is at least one adult at my school who supports meShare who agreed or strongly agreed70%68%737
Teachers at my school know meShare who agreed or strongly agreed64%61%733
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 agreed66%66%741
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed76%73%741
My teachers make learning funShare who agreed or strongly agreed46%48%736
Students have a voice in decision making at this schoolShare who agreed or strongly agreed55%53%743
Teachers encourage students to make decisionsShare who agreed or strongly agreed67%64%739
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 agreed80%74%734
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 agreed58%53%740
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed74%71%741
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 agreed78%70%740
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed73%63%738
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 it17%15%744
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 it16%15%740
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 it9%6%740
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 it8%6%740
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 it11%10%740
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed67%61%739
Students know how they are expected to actShare who agreed or strongly agreed64%54%738
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed78%69%744
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——611
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”74%72%740
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”75%73%737
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”73%72%737
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed57%57%737
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”46%48%734
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”43%44%733
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”56%54%734
I came to class preparedShare who answered “Often” or “Almost all the time”80%76%744
I remembered and followed directionsShare who answered “Often” or “Almost all the time”84%81%741
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”71%67%742
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”67%69%744
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”76%74%741
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”81%79%743

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

615 of 703 family surveys came back (88%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question82%LAUSD high 81% · 594 answered
Belonging · average of 4 questions90%LAUSD high 87% · 595–611 answered each
Caring adults · average of 2 questions90%LAUSD high 86% · 599–601 answered each
Engagement · average of 3 questions89%LAUSD high 83% · 601–612 answered each
High expectations · average of 2 questions93%LAUSD high 89% · 565–566 answered each
Bullying reports taken seriously · 1 question86%LAUSD high 78% · 593 answered
All 40 family questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed82%81%594
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed89%87%602
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed92%88%600
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed90%86%595
I feel welcome to participate at this schoolShare who agreed or strongly agreed91%87%611
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed89%85%601
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed91%86%599
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed91%86%612
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed91%83%605
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed84%80%601
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed93%87%566
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed93%90%565
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed86%78%593
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed86%84%602
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed86%83%598
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed88%84%600
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed88%82%593
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed91%85%596
This school encourages my child to explore different career choicesShare who agreed or strongly agreed91%84%609
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed92%81%566
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed92%86%566
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed90%85%134
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed90%85%134
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed91%84%610
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed91%86%609
This school provides high quality instruction to my childShare who agreed or strongly agreed92%86%605
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed93%86%609
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed91%80%593
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed92%88%600
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed87%84%593
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed91%89%609
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed89%83%571
This school provides information on grade level requirements for my childShare who agreed or strongly agreed93%87%596
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed88%83%592
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed88%82%602
This school offers extra academic support for my childShare who agreed or strongly agreed92%86%606
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed84%78%574
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed86%80%552
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed92%89%594
Discipline is fair at this schoolShare who agreed or strongly agreed86%77%594

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

80 of 80 staff answered (100%), 35 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question96%LAUSD high 93% · 78 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions94%LAUSD high 83% · 77–80 answered each
High expectations · average of 2 questions96%LAUSD high 90% · 78–79 answered each
Bullying called a mild or insignificant problem · 1 question91%LAUSD high 81% · 77 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers96%93%78
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed91%77%80
Adults at this school treat all students with respectShare who agreed or strongly agreed96%88%77
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed94%88%79
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed97%92%78
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem91%81%77
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed88%78%80
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed90%82%80
I get the help I need to communicate with parentsShare who agreed or strongly agreed85%77%80
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed95%92%80
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers80%84%77
At this school, parents treat me with respect.Share who agreed or strongly agreed91%84%80
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed90%77%78
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed78%71%79
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”96%84%80
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”87%73%78
Students treat adults at this school with respectShare who agreed or strongly agreed93%78%74
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed92%71%75
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed93%66%75
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem91%87%79
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed91%81%35
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed97%81%35
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 agreed97%87%35
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed79%68%24
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)The survey file we hold gives no share for this question, so none is shown——33
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed70%50%33
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed94%60%33
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed91%65%33
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed94%76%31
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”43%17%35
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”40%28%35
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”44%35%34
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”31%27%35
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”49%40%35
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed86%76%35
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 agreed86%76%35
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed100%92%35
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed97%91%35
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed80%61%35
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed77%60%35
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed71%57%35
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed77%60%35
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed77%67%35
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 agreed86%68%35
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed74%62%35
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed97%86%35

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 Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine 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?

Hispanic or Latino students here scored well above the same group across California.

Student groups, grade 11, spring 2026

66% of Hispanic or Latino students scored Proficient or Advanced in English and 32% in math (grade 11, spring 2026), against 49% and 21% for the same group across California. Low-income students here scored well above the same group across California in English.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grade 11; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Linda Esperanza Marquez High A Huntington Park Institute of Applied MedicineSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Low-incomeEnglish · 171 testedAhead of the same group across California, where that group scores below California’s rate for all students: 64%Same group, California 49%
  • Low-incomeMath · 171 tested32%Same group, California 23%
  • Hispanic or LatinoEnglish · 181 testedAhead of the same group across California, where that group scores below California’s rate for all students: 66%Same group, California 49%
  • Hispanic or LatinoMath · 181 testedAhead of the same group across California, where that group scores below California’s rate for all students: 32%Same group, California 21%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 98%2. White: 1%Unallocated share: 1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino98%
  2. White1%
  3. Asian—
  4. Black or African American—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share1%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

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

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

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

This school · 21 of 50 English learners42%
Los Angeles Unified · 24,781 of 47,33052%
California · 355,274 of 748,91647%

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

Who are the families and teachers?

93%of students qualified for free or reduced-price meals in 2024–25, 681 of 729. California: 63%.

37teachers, 2024–25

14 yearsaverage experience, 2024–25

3%in their first year, 2024–25

84%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino students on track as they move up through the grades?

All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 171 tested
English64%+1054%+1549%
Math32%+626%+923%
Hispanic or Latino · 181 tested
English66%+1353%+1749%
Math32%+725%+1121%

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.

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

Full student mix, comparisons and sources, 2025–26
Students, 2025–26Here
Hispanic or Latino98%
White1%
Asian—
Black or African American—
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: 84% of teaching positions, 28.3 properly credentialed teaching-position FTE out of 33.7 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine, and how do I get in?

From parts of Henry T. Gage Middle, Walnut Park Middle A School of Social Justice and Service Learning, Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy and Thomas A. Edison Middle.

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

Middle · part of its area
Henry T. Gage Middle 44th · Developing · 2026

Fed by 9 elementary schools

Middle · part of its area
Walnut Park Middle A School of Social Justice and Service Learning 77th · Strong · 2026

Fed by 4 elementary schools

Middle · part of its area
Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy 57th · Solid · 2026

Fed by 4 elementary schools

Middle · part of its area
Thomas A. Edison Middle 37th · Developing · 2026

Fed by 3 elementary schools

High · this school
Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine

5 more elementary schools reach into this zone at its edges.

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

Not a next step: the schools sharing this address. Linda Esperanza Marquez High B LIBRA Academy (65th percentile, Solid, among high schools, 2025) and Linda Esperanza Marquez High C School of Social Justice (34th percentile, Developing, among high schools, 2025) have the same street address in the state’s school directory.

All feeding elementary schools (18)Grouped by the middle school each one feeds, with each school’s standing

Into Henry T. Gage Middle

Into Walnut Park Middle A School of Social Justice and Service Learning

  • Middleton Street ElementarySplit: some of its area goes to Henry T. Gage Middle and Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy34th · Developing · 2026
  • Hope Street ElementarySplit: some of its area goes to Henry T. Gage Middle and Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy36th · Developing · 2026
  • Walnut Park ElementarySplit: some of its area goes to Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy41st · Developing · 2026
  • State Street ElementarySplit: some of its area goes to Henry T. Gage Middle and Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy76th · Strong · 2026

Into Walnut Park Middle B Science, Technology, Engineering and Mathematics Academy

  • Middleton Street ElementarySplit: some of its area goes to Henry T. Gage Middle and Walnut Park Middle A School of Social Justice and Service Learning34th · Developing · 2026
  • Hope Street ElementarySplit: some of its area goes to Henry T. Gage Middle and Walnut Park Middle A School of Social Justice and Service Learning36th · Developing · 2026
  • Walnut Park ElementarySplit: some of its area goes to Walnut Park Middle A School of Social Justice and Service Learning41st · Developing · 2026
  • State Street ElementarySplit: some of its area goes to Henry T. Gage Middle and Walnut Park Middle A School of Social Justice and Service Learning76th · Strong · 2026

Into Thomas A. Edison Middle

Reaching this zone only at its edges

All recorded links and nearby alternatives

Elementary links

  • Pacific Boulevard

    Assigned

    42nd percentile · Developing · elementary · 2026

  • Lucille Roybal-Allard Elementary

    Assigned

    61st percentile · Solid · elementary · 2026

  • San Antonio Elementary

    Assigned

    33rd percentile · Developing · elementary · 2026

  • Florence Avenue Elementary

    Assigned

    54th percentile · Solid · elementary · 2026

  • Lillian Street Elementary

    Assigned

    51st percentile · Solid · elementary · 2026

  • Miramonte Elementary

    Assigned

    34th percentile · Developing · elementary · 2026

  • Miles Avenue Elementary

    Assigned for part of the zone

    33rd percentile · Developing · elementary · 2026

    98% of the zone’s children

  • Holmes Avenue Elementary

    Assigned for part of the zone

    12th percentile · Needs Support · elementary · 2026

    91% of the zone’s children

  • Wisdom Elementary

    Assigned for part of the zone

    45th percentile · Developing · elementary · 2026

    90% of the zone’s children

  • Middleton Street Elementary

    Assigned for part of the zone

    34th percentile · Developing · elementary · 2026

    81% of the zone’s children

  • Dr. Lawrence H. Moore Math, Science, Technology Academy

    Assigned for part of the zone

    46th percentile · Developing · elementary · 2026

    78% of the zone’s children

  • Hope Street Elementary

    Assigned for part of the zone

    36th percentile · Developing · elementary · 2026

    76% of the zone’s children

  • Walnut Park Elementary

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

    41st percentile · Developing · elementary · 2026

  • State Street Elementary

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

    76th percentile · Strong · elementary · 2026

    68% of the zone’s children

  • Vernon City Elementary

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

    86th percentile · Strong · elementary · 2026

    48% of the zone’s children

  • San Gabriel Avenue Elementary

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

    18th percentile · Needs Support · elementary · 2026

    31% of the zone’s children

  • Liberty Boulevard Elementary

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

    61st percentile · Solid · elementary · 2026

  • Parmelee Avenue Elementary

    Assigned for part of the zone

    33rd percentile · Developing · elementary · 2026

    40% of the zone’s children

Middle-school links

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

Ask Los Angeles Unified which school serves your address.

Applying to Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine for 2027–28

  1. If Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

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

    apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: marquezhs.net ↗Office: (323) 584-3800Administrator: Jonathan Chaikittirattana

Location and visiting

Get directions  (opens Google Maps in a new tab)
6361 Cottage Street, Huntington Park 90255

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

Questions for your visit

  1. What extra help do students who are behind get, and how do you know it’s working? 67% in math scored at the Developing or Minimal level, grade 11, spring 2026 (183 students tested); California: 68%
  2. How does the school help students who don’t go to college plan what comes next?
  3. When a child starts missing school, who calls the family, and how soon?
  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? 12% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD high schools: 10%
  6. Which courses and career pathways does the school run, and who can enroll?

Office (323) 584-38006361 Cottage Street, directions  (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2024–25 · ranked #356 of 1,498 California high schools we score · #39 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate98%6225%
Exceeded standardaverage of English and math17%5122%
Ready for college or career (state measure)87%7720%
Met or exceededaverage of English and math52%6218%
Chronically absent8 in 100675%
Suspension rate0.1% (1 of 742)655%
English learners: top level15%485%

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

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2024–256676#356California 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
2018–192 in 1000.3% (2 of 793)
2021–22not on filenot on file
2022–23not on filenot on file
2023–247 in 1000 of 736
2024–258 in 1000.1% (1 of 742)

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

No 2019–20 or 2020–21 records in this SchoolScope series
Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students

What each level means: California's level descriptions.

English · 2025–26 results by grade

Share of students tested, spring 2026
EnglishTestedAdvancedProficientDeveloping levelMinimalProficient or AdvancedCaliforniaDifference
Grade 1118326%40%19%15%66%57%+9

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

Math · 2025–26 results by grade

Share of students tested, spring 2026
MathTestedAdvancedProficientDeveloping levelMinimalProficient or AdvancedCaliforniaDifference
Grade 1118314%19%28%39%33%32%+1

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

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

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

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English18326%66%
2026 · Math18314%33%
2025 · English17225%67%
2025 · Math1728%37%
2024 · English15926%66%
2024 · Math1595%26%
2023 · English16327%67%
2023 · Math1636%27%
2022 · English16229%69%
2022 · Math1625%30%
2019 · English15528%74%
2019 · Math1567%35%
2018 · English14130%68%
2018 · Math1416%30%
2017 · English11515%57%
2017 · Math1152%15%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 11 · English17267%
2025 · Grade 11 · Math17237%
2024 · Grade 11 · English15966%
2024 · Grade 11 · Math15926%
2023 · Grade 11 · English16367%
2023 · Grade 11 · Math16327%
2022 · Grade 11 · English16269%
2022 · Grade 11 · Math16230%
2019 · Grade 11 · English15574%
2019 · Grade 11 · Math15635%
2018 · Grade 11 · English14168%
2018 · Grade 11 · Math14130%
2017 · Grade 11 · English11557%
2017 · Grade 11 · Math11515%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide1849%27%60%4%

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-income17164%+10+15
Hispanic or Latino18166%+13+17
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 · 8 in 100 → 2025–26 · 12 in 100 · +4 in 100
Suspension rate2024–25 · 0.1% (1 of 742) → 2025–26 · 0 of 767 · −0.1 percentage points
Group2018–192025–26Change
Female2 in 10013 in 100+11 in 100
Male4 in 10012 in 100+8 in 100
Hispanic or Latino2 in 10012 in 100+10 in 100
Students with disabilities12 in 10016 in 100+4 in 100
English learners6 in 10022 in 100+16 in 100
Homeless4 in 10027 in 100+23 in 100
Low-income2 in 10013 in 100+11 in 100
All students2 in 10012 in 100+10 in 100
White—9 in 100—

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

Graduation and readinessstate records · each rate for its own year and class of students
MeasureSource record
This school · CCI overall PreparedCDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 87% · numerator 142 students classified Prepared · denominator 163 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 70% · AP-pathway numerator 100 · denominator 142 (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 142 of 163 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
98%
AP route, among those ready for college or career
70%
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)
86%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
77%

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 California4024%
California State University6639%
California community college159%
In-state private42%
Out-of-state, 4-year53%
Out-of-state, 2-year00%
Not enrolled3823%

168 students who finished high school, class of 2023 · state-reported college-going rate 77% · % 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$3,284 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 729

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 729

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 holders5.7%

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 90255 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90255 area
MeasureEstimate
Median household income$64,766
Bachelor's degree or higher (adults 25+)9%
ZIP-area population69,349
Median age35.0 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 90255 →

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 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

How we analyze · Request a correction