Public school · Los Angeles Unified · Huntington Park, California

Linda Esperanza Marquez High B LIBRA Academy — Rating & test scores

Huntington Park · 9–12 · 615 students (2024–25)

6361 Cottage Street, 90255marquezhs.net ↗(323) 584-3800
65thpercentileSolid

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
61

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, 96% of the class graduated in four years (147 of 153); across California, 89%.

Source
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 153
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 B LIBRA Academy, Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine 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, 22% of students tested in English (reading and writing) and 11% in math scored Advanced, against 27% and 16% across California. Advanced is the top of the state’s four levels.

Sources
The sentence above
California’s state tests (CAASPP), California Department of Education, spring 2026. All students tested in grade 11: 146. California: CDE’s grade 11 rows for the whole state combined, weighted by students tested (our calculation; 414,559 in English and 413,523 in math tested).

Common questions

How do I get in?

Linda Esperanza Marquez High B LIBRA Academy is on LAUSD’s list of Schools for Advanced Studies (grades 9–12). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 58, read November 2, 2026. It is one of LAUSD’s Schools for Advanced Studies: from elsewhere in LAUSD, a child who meets the SAS criteria can apply for a seat through Choices (late applications from December 1, 2026). Evidence ↓

Is Linda Esperanza Marquez High B LIBRA Academy a good high school?

Linda Esperanza Marquez High B LIBRA Academy scores higher than 65 in 100 of California’s 1,498 scored public high schools: 65th percentile, Solid, spring 2025. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 23 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 0.2% of students (1 of 628) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

More questions (6)

How does math compare with English?

In grade 11, spring 2026, math trails English by 36 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, 61% of low-income students in grade 11 at Linda Esperanza Marquez High B LIBRA Academy in Huntington Park 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%, 420 answered).

  • 62% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD high schools 65%, 588 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What could my child study here?

The College Board approved this school to teach 14 AP courses in 5 subjects for 2025–26.

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

Evidence ↓

Where do students go after finishing high school here?

53% 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; below it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 62% scored Proficient or Advanced in English and 26% in math, against 57% and 32% across California.

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

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 11: 146
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 · 146 tested

Advanced
22%
Proficient
40%
Below the standard
38%
This school62%
California57%
Los Angeles Unified59%

62% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 146 tested

Advanced
11%
Proficient
15%
Below the standard
74%
This school26%
California32%
Los Angeles Unified31%

26% 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 36 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?

English results were similar to 2025; math results were higher. English went from 66% to 62% and math from 20% to 26%.

English · top two levels · grade 11

202566%145 tested
→
202662%146 tested

This school

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

Math · top two levels · grade 11

202520%144 tested
→
202626%146 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 school22%40%27%11%146
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school11%15%23%51%146
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%20172022202662%57%
Math top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202626%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 61% in 2017 to 62% in 2026. In math, it went from 25% in 2017 to 26% 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
201761%
144 tested		60%
444,040 tested
201865%
147 tested		56%
439,134 tested
201964%
174 tested		57%
439,947 tested
202267%
129 tested		55%
427,007 tested
202360%
133 tested		55%
442,128 tested
202468%
145 tested		56%
435,296 tested
202566%
145 tested		57%
432,651 tested
202662%
146 tested		57%
414,559 tested
Math · top two levels · grade 11
YearThis schoolCalifornia
201725%
145 tested		32%
442,457 tested
201829%
147 tested		31%
437,883 tested
201939%
174 tested		32%
438,107 tested
202215%
129 tested		27%
424,390 tested
202316%
133 tested		27%
440,912 tested
202416%
144 tested		28%
434,711 tested
202520%
144 tested		30%
431,903 tested
202626%
146 tested		32%
413,523 tested

What you can do

Who can act on Linda Esperanza Marquez High B LIBRA Academy’s results?

Los Angeles Unified’s board decides Linda Esperanza Marquez High B LIBRA Academy’s plan.

The state hasn’t placed Linda Esperanza Marquez High B LIBRA 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 many students here graduate, and where do they go next?

96% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 78% were ready for college or career (state measure) in 2024–25. 53% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

96%

Across California: 89%

2024–25 · 147 of 153 students who started 9th grade together

Ready for college or career (state measure)

78%

Across California: 52%

2024–25 · 119 of 153 students in the state’s measure

Finished the UC/CSU course list

80%

Average California high school: 56%

2024–25 · 117 of 147 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

53% enrolled in college within 12 months · 130 students who finished high school

  • University of California UC detail ↓10 · 8%
  • California State University37 · 28%
  • California community college19 · 15%
  • In-state private0 · 0%
  • Out-of-state, 4-year2 · 1%
  • Out-of-state, 2-year1 · 1%
  • Not enrolled61 · 47%

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

What could my child study here?

AP courses the school is approved to teach

The College Board approved this school to teach 14 AP courses in 5 subjects for 2025–26.

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

  • Math & Computer Science3
  • English2
  • History & Social Science5
  • World Languages & Cultures2
  • AP Capstone2
Every approved AP course14 courses in 5 subjects
Math & Computer Science 3
  • Calculus AB
  • Calculus BC
  • Statistics
English 2
  • English Language and Composition
  • English Literature and Composition
History & Social Science 5
  • Human Geography
  • Psychology
  • U.S. Government and Politics
  • United States History
  • World History: Modern
World Languages & Cultures 2
  • Spanish Language and Culture
  • Spanish Literature and Culture
AP Capstone 2
  • Research
  • Seminar

What other courses and pathways are on record?

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

2023–24

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

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

Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 147 of 153 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 · 119 of 153 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 · 117 of 147 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.
A closer look: UC admission recordsApplied, admitted and enrolled, from each university system’s own records

UC’s own records

University of California

Fall 2025 first-year entry · counts, not a school rating

Applied
70
Admitted
60
Enrolled
24

By campus · fall 2025

  • UC RiversideApplied 51 · Admitted 44 · Enrolled 6
  • UCLAApplied 49 · Admitted 8 · Enrolled 5
  • UC San DiegoApplied 45 · Admitted 13 · Enrolled under 3
  • UC IrvineApplied 38 · Admitted 8 · Enrolled 4
  • UC Santa BarbaraApplied 34 · Admitted 8 · Enrolled under 3
  • UC DavisApplied 24 · Admitted 10 · Enrolled under 3
  • UC BerkeleyApplied 22 · Admitted 8 · Enrolled 3
  • UC MercedApplied 19 · Admitted 18 · Enrolled under 3
  • UC Santa CruzApplied 17 · Admitted 8 · Enrolled 3

These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. UC blanks counts under 5 applicants or under 3 admits or enrollees; “+” marks a partial count; a dash is unavailable. Source: UC admissions by source school.

Each fall since 2016

  • Fall 2025Applied 70 · Admitted 60 · Enrolled 24
  • Fall 2024Applied 65 · Admitted 47 · Enrolled 13
  • Fall 2023Applied 27 · Admitted 18 · Enrolled 10
  • Fall 2022Applied 40 · Admitted 27 · Enrolled 16
  • Fall 2021Applied 58 · Admitted 44 · Enrolled 21
  • Fall 2020Applied 43 · Admitted 33 · Enrolled 9
  • Fall 2019Applied 41 · Admitted 19 · Enrolled 10
  • Fall 2018Applied 43 · Admitted 23 · Enrolled 13
  • Fall 2017Applied 43 · Admitted 27 · Enrolled 20
  • Fall 2016Applied 50 · Admitted 30 · Enrolled 18

How often do students miss school or get suspended?

23 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. 0.2% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 142 of 616 students counted for it; suspension: 1 of 628 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

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

142 of 616 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.2%

of students were suspended at least once (1 of 628). 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?

LAUSD School Experience Survey, 2025–26

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

Students

588 of 588 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question62%LAUSD high 65% · 588 answered
Belonging · average of 6 questions59%LAUSD high 61% · 576–588 answered each
Caring adults · average of 8 questions62%LAUSD high 61% · 573–588 answered each
Engagement · average of 6 questions60%LAUSD high 61% · 575–580 answered each
High expectations · average of 3 questions68%LAUSD high 68% · 576–581 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions8%LAUSD high 10% · 581–586 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 agreed62%65%588
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed67%65%576
I am happy to be at this schoolShare who agreed or strongly agreed61%64%588
I feel like I am part of this schoolShare who agreed or strongly agreed55%59%587
I feel accepted for who I am at this schoolShare who agreed or strongly agreed63%66%581
Most kids at this school are kind to each otherShare who agreed or strongly agreed42%46%581
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed66%63%586
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed64%62%580
The teachers at this school treat students fairlyShare who agreed or strongly agreed60%60%582
Teachers care if I'm absent from schoolShare who agreed or strongly agreed53%54%584
Adults at this school treat all students with respectShare who agreed or strongly agreed63%59%588
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%579
There is at least one adult at my school who supports meShare who agreed or strongly agreed66%68%580
Teachers at my school know meShare who agreed or strongly agreed62%61%573
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 agreed67%66%588
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed72%73%576
My teachers make learning funShare who agreed or strongly agreed43%48%577
Students have a voice in decision making at this schoolShare who agreed or strongly agreed57%53%580
Teachers encourage students to make decisionsShare who agreed or strongly agreed62%64%577
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 agreed74%74%575
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 agreed51%53%579
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed74%71%581
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 agreed70%70%579
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed61%63%576
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 it12%15%586
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 it11%15%582
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 it4%6%583
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 it5%6%581
Had sexual jokes, comments, or gestures made to you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it7%10%581
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed61%61%578
Students know how they are expected to actShare who agreed or strongly agreed57%54%583
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed70%69%580
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——474
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”66%72%578
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”69%73%579
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”68%72%580
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed56%57%584
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”38%48%579
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”35%44%579
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”48%54%577
I came to class preparedShare who answered “Often” or “Almost all the time”74%76%581
I remembered and followed directionsShare who answered “Often” or “Almost all the time”81%81%578
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”67%67%580
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”69%69%581
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”75%74%579
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”79%79%579

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

439 of 564 family surveys came back (78%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question82%LAUSD high 81% · 420 answered
Belonging · average of 4 questions90%LAUSD high 87% · 417–438 answered each
Caring adults · average of 2 questions88%LAUSD high 86% · 427–428 answered each
Engagement · average of 3 questions89%LAUSD high 83% · 425–434 answered each
High expectations · average of 2 questions91%LAUSD high 89% · 412 answered
Bullying reports taken seriously · 1 question87%LAUSD high 78% · 422 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%420
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed90%87%427
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed90%88%423
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed89%86%417
I feel welcome to participate at this schoolShare who agreed or strongly agreed88%87%438
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed88%85%428
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed89%86%427
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed90%86%434
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed89%83%432
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed88%80%425
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed90%87%412
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed92%90%412
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed87%78%422
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed85%84%424
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed86%83%424
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed88%84%425
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed89%82%419
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed89%85%423
This school encourages my child to explore different career choicesShare who agreed or strongly agreed88%84%437
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed91%81%408
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed92%86%411
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed86%85%110
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed88%85%107
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed89%84%433
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed90%86%435
This school provides high quality instruction to my childShare who agreed or strongly agreed89%86%431
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed89%86%429
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed90%80%420
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed90%88%422
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed86%84%421
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed90%89%433
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed91%83%410
This school provides information on grade level requirements for my childShare who agreed or strongly agreed91%87%415
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed91%83%418
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed88%82%426
This school offers extra academic support for my childShare who agreed or strongly agreed89%86%433
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed86%78%412
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed86%80%394
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed92%89%420
Discipline is fair at this schoolShare who agreed or strongly agreed85%77%422

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

49 of 49 staff answered (100%), 30 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question98%LAUSD high 93% · 46 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions90%LAUSD high 83% · 46–49 answered each
High expectations · average of 2 questions90%LAUSD high 90% · 48–49 answered each
Bullying called a mild or insignificant problem · 1 question92%LAUSD high 81% · 47 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 answers98%93%46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed86%77%49
Adults at this school treat all students with respectShare who agreed or strongly agreed94%88%46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed86%88%49
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed94%92%48
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem92%81%47
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed88%78%48
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed96%82%47
I get the help I need to communicate with parentsShare who agreed or strongly agreed83%77%48
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed96%92%48
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers96%84%47
At this school, parents treat me with respect.Share who agreed or strongly agreed90%84%49
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed82%77%49
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed92%71%49
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”88%84%48
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”83%73%47
Students treat adults at this school with respectShare who agreed or strongly agreed81%78%47
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed69%71%48
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed55%66%47
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem89%87%47
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed89%81%27
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed93%81%27
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 agreed93%87%27
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—68%15
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——23
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed48%50%23
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed56%60%23
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed61%65%23
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed83%76%23
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”14%17%28
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”29%28%28
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”33%35%27
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”39%27%28
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”54%40%28
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed66%76%29
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 agreed69%76%29
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed86%92%28
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed90%91%29
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed79%61%29
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed76%60%29
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed72%57%29
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed75%60%28
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed79%67%28
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 agreed79%68%28
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed79%62%28
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed93%86%29

“—” 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 Linda Esperanza Marquez High B LIBRA Academy works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Linda Esperanza Marquez High B LIBRA 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?

Hispanic or Latino and low-income students here scored well above the same groups across California in English.

Student groups, grade 11, spring 2026

Both groups score below California’s rate for all students statewide. 62% of Hispanic or Latino students scored Proficient or Advanced in English (grade 11, spring 2026), against 49% for the same group across California. Low-income students: 61% in English, against 49% for the same group across California.

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 B LIBRA AcademySame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Low-incomeEnglish · 137 testedAhead of the same group across California, where that group scores below California’s rate for all students: 61%Same group, California 49%
  • Low-incomeMath · 137 tested27%Same group, California 23%
  • Hispanic or LatinoEnglish · 138 testedAhead of the same group across California, where that group scores below California’s rate for all students: 62%Same group, California 49%
  • Hispanic or LatinoMath · 138 tested25%Same group, California 21%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 96%2. White: 3%Unallocated share: 1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino96%
  2. White3%
  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?

38% 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 · 15 of 40 English learners38%
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?

94%of students qualified for free or reduced-price meals in 2024–25, 580 of 615. California: 63%.

30teachers, 2024–25

10 yearsaverage experience, 2024–25

0%in their first year, 2024–25

89%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Hispanic or Latino and low-income 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 · 137 tested
English61%+754%+1249%
Math27%+126%+423%
Hispanic or Latino · 138 tested
English62%+953%+1349%
Math25%025%+421%

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.

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, 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
Hispanic or Latino96%
White3%
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: 89% of teaching positions, 22 properly credentialed teaching-position FTE out of 24.7 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into Linda Esperanza Marquez High B LIBRA Academy, 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 B LIBRA Academy

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 A Huntington Park Institute of Applied Medicine (76th percentile, Strong, 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 B LIBRA Academy for 2027–28

  1. Linda Esperanza Marquez High B LIBRA Academy is on LAUSD’s list of Schools for Advanced Studies (grades 9–12). In LAUSD’s words: “Schools for Advanced Studies (SAS) are Los Angeles Unified schools that have received a designation for equitable and exemplary Gifted and Talented Education (GATE) programs.” From the Choices brochure, pages 55 and 58, read November 2, 2026.

    LAUSD Choices brochure ↗

  2. If Linda Esperanza Marquez High B LIBRA Academy is the school for your address, you don’t apply: you register with LAUSD, and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

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

    apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: marquezhs.net ↗Office: (323) 584-3800Administrator: Nicole Grakal

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? 74% in math scored at the Developing or Minimal level, grade 11, spring 2026 (146 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? 8% (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 #522 of 1,498 California high schools we score · #73 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate96%6025%
Exceeded standardaverage of English and math16%5022%
Ready for college or career (state measure)78%7120%
Met or exceededaverage of English and math43%5518%
Chronically absent18 in 100595%
Suspension rate0.5% (3 of 634)635%
English learners: top level18%545%

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
2024–256165#522California 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
2018–1916 in 1000 of 730
2021–22not on filenot on file
2022–23not on filenot on file
2023–2420 in 1000.2% (1 of 649)
2024–2518 in 1000.5% (3 of 634)

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 1114622%40%27%11%62%57%+5

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 1114611%15%23%51%26%32%−6

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 · English14622%62%
2026 · Math14611%26%
2025 · English14528%66%
2025 · Math1444%20%
2024 · English14532%68%
2024 · Math1445%16%
2023 · English13320%60%
2023 · Math1333%16%
2022 · English12928%67%
2022 · Math1292%15%
2019 · English17429%64%
2019 · Math17412%39%
2018 · English14718%65%
2018 · Math14710%29%
2017 · English14417%61%
2017 · Math1454%25%

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 · English14566%
2025 · Grade 11 · Math14420%
2024 · Grade 11 · English14568%
2024 · Grade 11 · Math14416%
2023 · Grade 11 · English13360%
2023 · Grade 11 · Math13316%
2022 · Grade 11 · English12967%
2022 · Grade 11 · Math12915%
2019 · Grade 11 · English17464%
2019 · Grade 11 · Math17439%
2018 · Grade 11 · English14765%
2018 · Grade 11 · Math14729%
2017 · Grade 11 · English14461%
2017 · Grade 11 · Math14525%

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
Schoolwide1476%24%67%3%

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-income13761%+7+12
Hispanic or Latino13862%+9+13
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 · 18 in 100 → 2025–26 · 23 in 100 · +5 in 100
Suspension rate2024–25 · 0.5% (3 of 634) → 2025–26 · 0.2% (1 of 628) · −0.3 percentage points
Group2018–192025–26Change
Female18 in 10024 in 100+6 in 100
Male14 in 10022 in 100+8 in 100
Hispanic or Latino16 in 10024 in 100+8 in 100
Students with disabilities17 in 10031 in 100+14 in 100
English learners33 in 10039 in 100+6 in 100
Homeless38 in 100——
Low-income17 in 10024 in 100+7 in 100
All students16 in 10023 in 100+7 in 100
White—10 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 78% · numerator 119 students classified Prepared · denominator 153 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 62% · AP-pathway numerator 74 · denominator 119 (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 119 of 153 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
96%
AP route, among those ready for college or career
62%
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)
80%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
53%

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.

UC admissions, universitywidefall 2016–2025 · applied, admitted, enrolled, mean GPA · summed across CEEB codes
YearAppliedAdmittedEnrolledMean GPA (applied)Mean GPA (admitted)Mean GPA (enrolled)
20257060243.663.713.89
20246547133.673.774.14
20232718103.713.964.05
20224027163.843.984.04
20215844213.713.884.00
2020433393.633.773.91
20194119103.603.843.87
20184323133.603.823.84
20174327203.703.803.85
20165030183.523.763.88

Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. GPA is each group's mean weighted, capped high-school GPA for 10th/11th-grade college-preparatory courses. SchoolScope leaves GPA unavailable when several CEEB codes contribute rather than combining their means. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here. Complete, matching counts can support a historical descriptive rate, but do not establish a school's effect or predict individual chances. Series shown from 2016.

UC admissions by campuslatest falls on file · each campus counted separately
CampusYearAppliedAdmittedEnrolled
Berkeley20252283
Berkeley2024205under 3
Berkeley20239under 3under 3
Berkeley2022174under 3
Berkeley2021249under 3
Davis20252410under 3
Davis2024157under 3
Davis202384under 3
Davis202274under 3
Davis2021176under 3
Irvine20253884
Irvine202449134
Irvine202325118
Irvine202230133
Irvine2021432311
Los Angeles20254985
Los Angeles2024373under 3
Los Angeles202322under 3under 3
Los Angeles20223043
Los Angeles2021487under 3
Merced20251918under 3
Merced20241414under 3
Merced202265under 3
Merced202198under 3
Riverside202551446
Riverside20243416under 3
Riverside2023157under 3
Riverside2022177under 3
Riverside20212820under 3
San Diego20254513under 3
San Diego20243573
San Diego2023126under 3
San Diego202218156
San Diego20213115under 3
Santa Barbara2025348under 3
Santa Barbara20243612under 3
Santa Barbara20237under 3under 3
Santa Barbara2022135under 3
Santa Barbara2021205under 3
Santa Cruz20251783
Santa Cruz2024225under 3
Santa Cruz20236under 3under 3
Santa Cruz2022105under 3
Santa Cruz2021115under 3
Universitywide2025706024
Universitywide2024654713
Universitywide2023271810
Universitywide2022402716
Universitywide2021584421

Source: UC admissions by source school. Dated fall first-year UC applicants, admitted students, and enrollees. Campus totals are not interchangeable with Universitywide; students can apply to several campuses. Universitywide is separately reported; never derive it by adding campus rows. Universitywide applicant and admit counts are unduplicated. UC blanks counts under 5 applicants or under 3 admits or enrollees, shown here as “under 5” or “under 3”; — means unavailable, and a reported zero remains zero. A + marks a partial SchoolScope sum of observed counts, not a complete total; missing contributions may be zero. No admit rate is computed here; these records do not establish a school's effect or predict individual chances.

AP course catalog2025–26 · College Board course authorizations
SubjectAuthorization recorded for
Calculus ABthis school
Calculus BCthis school
English Language and Compositionthis school
English Literature and Compositionthis school
Human Geographythis school
Psychologythis school
Researchthis school
Seminarthis school
Spanish Language and Culturethis school
Spanish Literature and Culturethis school
Statisticsthis school
U.S. Government and Politicsthis school
United States Historythis school
World History: Modernthis school

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

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offeredoffered
AP course count15
AP enrollment (male/female)224
IB participationnot reported
Dual enrollmentoffered · 113 enrolled
Algebra I in grade 8not reported
Calculus sections1
Physics sections0
Chemistry sections6
Reported male/female enrollment (CRDC)644

These counts aren’t part of the Scope Score. “Not reported” means the federal record has no value for that item; it isn’t a zero. Enrollment counts add the male and female students the survey reports.

College destinationsclass of 2023 · state college-going records, 12 months after graduation
DestinationCompleters% (derived)
University of California108%
California State University3728%
California community college1915%
In-state private00%
Out-of-state, 4-year21%
Out-of-state, 2-year11%
Not enrolled6147%

130 students who finished high school, class of 2023 · state-reported college-going rate 53% · % 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 — a different, older vintage than the fall 2025 UC admissions rows above.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,115 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 615

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 615

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 holders3.7%

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 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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