Public school · Los Angeles Unified · Huntington Park, California

Linda Esperanza Marquez High C School of Social Justice — Rating & test scores

Huntington Park · 9–12 · 541 students (2024–25)

6361 Cottage Street, 90255marquezhs.net ↗(323) 584-3800
34thpercentileDeveloping

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
51

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, 89% of the class graduated in four years (113 of 127); across California, 89%.

Source
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 127
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).
How to enroll
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Shared campus · © OpenStreetMap

Linda Esperanza Marquez High C School of Social Justice, Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine and Linda Esperanza Marquez High B LIBRA Academy 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, 20% scored Proficient or Advanced in math, against 32% 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; 413,523 in math tested).

Common questions

How do I get in?

If Linda Esperanza Marquez High C School of Social Justice 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 C School of Social Justice a good high school?

Linda Esperanza Marquez High C School of Social Justice scores higher than 34 in 100 of California’s 1,498 scored public high schools: 34th percentile, Developing, spring 2025. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 32 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 0.6% of students (3 of 535) 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 29 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, 49% of low-income students in grade 11 at Linda Esperanza Marquez High C School of Social Justice in Huntington Park scored Proficient or Advanced in English, against 49% for the same group across California. Evidence ↓

What do families and students say?

86% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD high schools 81%, 415 answered).

  • 51% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD high schools 65%, 457 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

Where do students go after finishing high school here?

55% 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?

Below California in English; well below it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 49% scored Proficient or Advanced in English and 20% 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: 110 in English, 109 in math
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 · 110 tested

Advanced
19%
Proficient
30%
Below the standard
51%
This school49%
California57%
Los Angeles Unified59%

49% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 109 tested

Advanced
6%
Proficient
14%
Below the standard
80%
This school20%
California32%
Los Angeles Unified31%

20% 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 29 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

English results were lower than in 2025; math results were similar. English went from 55% to 49% and math from 22% to 20%.

English · top two levels · grade 11

202555%120 tested
→
202649%110 tested

This school

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

Math · top two levels · grade 11

202522%120 tested
→
202620%109 tested

This school

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

Each year is a different group of students.

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

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 school19%30%26%25%110
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school6%14%20%60%109
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%20172022202649%57%
Math top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202620%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 59% in 2017 to 49% in 2026. In math, it went from 23% in 2017 to 20% 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
201759%
118 tested		60%
444,040 tested
201868%
115 tested		56%
439,134 tested
201955%
154 tested		57%
439,947 tested
202252%
127 tested		55%
427,007 tested
202345%
114 tested		55%
442,128 tested
202450%
119 tested		56%
435,296 tested
202555%
120 tested		57%
432,651 tested
202649%
110 tested		57%
414,559 tested
Math · top two levels · grade 11
YearThis schoolCalifornia
201723%
115 tested		32%
442,457 tested
201822%
115 tested		31%
437,883 tested
201915%
152 tested		32%
438,107 tested
202211%
127 tested		27%
424,390 tested
20238%
114 tested		27%
440,912 tested
202413%
119 tested		28%
434,711 tested
202522%
120 tested		30%
431,903 tested
202620%
109 tested		32%
413,523 tested

What you can do

Who can act on Linda Esperanza Marquez High C School of Social Justice’s results?

Los Angeles Unified’s board decides Linda Esperanza Marquez High C School of Social Justice’s plan.

The state hasn’t placed Linda Esperanza Marquez High C School of Social Justice 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?

89% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 53% were ready for college or career (state measure) in 2024–25. 55% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

89%

Across California: 89%

2024–25 · 113 of 127 students who started 9th grade together

Ready for college or career (state measure)

53%

Across California: 52%

2024–25 · 67 of 127 students in the state’s measure

Finished the UC/CSU course list

63%

Average California high school: 56%

2024–25 · 71 of 113 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

55% enrolled in college within 12 months · 139 students who finished high school

  • University of California11 · 8%
  • California State University36 · 26%
  • California community college26 · 19%
  • In-state private2 · 1%
  • Out-of-state, 4-year1 · 1%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled63 · 45%

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 · 113 of 127 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 · 67 of 127 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 · 71 of 113 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?

32 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. 0.6% 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: 165 of 511 students counted for it; suspension: 3 of 535 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

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

165 of 511 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.6%

of students were suspended at least once (3 of 535). 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

457 of 457 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question51%LAUSD high 65% · 457 answered
Belonging · average of 6 questions54%LAUSD high 61% · 448–452 answered each
Caring adults · average of 8 questions55%LAUSD high 61% · 442–453 answered each
Engagement · average of 6 questions55%LAUSD high 61% · 443–449 answered each
High expectations · average of 3 questions60%LAUSD high 68% · 444–449 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions10%LAUSD high 10% · 448–453 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 agreed51%65%457
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed55%65%449
I am happy to be at this schoolShare who agreed or strongly agreed57%64%452
I feel like I am part of this schoolShare who agreed or strongly agreed56%59%451
I feel accepted for who I am at this schoolShare who agreed or strongly agreed61%66%448
Most kids at this school are kind to each otherShare who agreed or strongly agreed38%46%450
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed57%63%450
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed55%62%450
The teachers at this school treat students fairlyShare who agreed or strongly agreed51%60%450
Teachers care if I'm absent from schoolShare who agreed or strongly agreed49%54%449
Adults at this school treat all students with respectShare who agreed or strongly agreed53%59%453
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed54%59%445
There is at least one adult at my school who supports meShare who agreed or strongly agreed61%68%442
Teachers at my school know meShare who agreed or strongly agreed55%61%443
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 agreed59%66%451
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed64%73%449
My teachers make learning funShare who agreed or strongly agreed40%48%443
Students have a voice in decision making at this schoolShare who agreed or strongly agreed52%53%446
Teachers encourage students to make decisionsShare who agreed or strongly agreed56%64%448
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 agreed66%74%449
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 agreed49%53%448
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed64%71%447
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 agreed62%70%449
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed55%63%444
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 it16%15%453
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 it14%15%449
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 it6%6%449
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%448
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 it10%10%449
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed48%61%448
Students know how they are expected to actShare who agreed or strongly agreed47%54%450
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed67%69%449
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——336
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”64%72%449
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”67%73%449
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”61%72%445
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed47%57%449
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”37%48%443
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”34%44%440
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”46%54%440
I came to class preparedShare who answered “Often” or “Almost all the time”68%76%448
I remembered and followed directionsShare who answered “Often” or “Almost all the time”74%81%447
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”60%67%448
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”66%69%452
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”68%74%450
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”74%79%453

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

429 of 429 family surveys came back (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question86%LAUSD high 81% · 415 answered
Belonging · average of 4 questions91%LAUSD high 87% · 414–428 answered each
Caring adults · average of 2 questions91%LAUSD high 86% · 418–419 answered each
Engagement · average of 3 questions90%LAUSD high 83% · 421–426 answered each
High expectations · average of 2 questions92%LAUSD high 89% · 403–405 answered each
Bullying reports taken seriously · 1 question88%LAUSD high 78% · 414 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 agreed86%81%415
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed90%87%419
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed90%88%418
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed92%86%414
I feel welcome to participate at this schoolShare who agreed or strongly agreed91%87%428
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed90%85%418
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed91%86%419
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed91%86%424
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed90%83%426
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed88%80%421
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed91%87%405
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed93%90%403
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed88%78%414
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed89%84%418
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed90%83%418
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed89%84%419
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%416
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed92%85%416
This school encourages my child to explore different career choicesShare who agreed or strongly agreed90%84%424
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed89%81%402
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed91%86%404
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed87%85%97
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed85%85%96
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed90%84%423
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed91%86%425
This school provides high quality instruction to my childShare who agreed or strongly agreed90%86%424
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed90%86%427
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed86%80%415
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed93%88%418
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed86%84%416
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed93%89%426
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed92%83%402
This school provides information on grade level requirements for my childShare who agreed or strongly agreed93%87%413
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed91%83%413
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed91%82%419
This school offers extra academic support for my childShare who agreed or strongly agreed92%86%426
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed89%78%403
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed88%80%390
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed95%89%416
Discipline is fair at this schoolShare who agreed or strongly agreed88%77%418

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

47 of 47 staff answered (100%), 28 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question83%LAUSD high 93% · 46 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions80%LAUSD high 83% · 46–47 answered each
High expectations · average of 2 questions87%LAUSD high 90% · 47 answered
Bullying called a mild or insignificant problem · 1 question85%LAUSD high 81% · 46 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 answers83%93%46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed74%77%47
Adults at this school treat all students with respectShare who agreed or strongly agreed85%88%46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed81%88%47
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed94%92%47
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem85%81%46
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed74%78%47
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed83%82%47
I get the help I need to communicate with parentsShare who agreed or strongly agreed92%77%47
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed92%92%47
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers84%84%45
At this school, parents treat me with respect.Share who agreed or strongly agreed83%84%47
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed74%77%46
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed57%71%47
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”87%84%46
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”67%73%46
Students treat adults at this school with respectShare who agreed or strongly agreed65%78%46
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed62%71%45
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed53%66%45
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem94%87%46
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed74%81%27
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed89%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 agreed89%87%27
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—68%17
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——24
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed58%50%24
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed75%60%24
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed65%65%23
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed92%76%24
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”11%17%27
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”11%28%27
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”38%35%26
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”22%27%27
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”37%40%27
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed69%76%26
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%26
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed96%92%26
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed92%91%26
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed48%61%27
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed56%60%27
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed48%57%27
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed41%60%27
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed73%67%26
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 agreed78%68%27
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed58%62%26
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed73%86%26

“—” 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 C School of Social Justice works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Linda Esperanza Marquez High C School of Social Justice 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?

Student groups, grade 11, spring 2026

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 C School of Social JusticeSame group, California
  • Low-incomeEnglish · 105 tested49%Same group, California 49%
  • Low-incomeMath · 104 tested18%Same group, California 23%
  • Hispanic or LatinoEnglish · 105 tested48%Same group, California 49%
  • Hispanic or LatinoMath · 104 tested19%Same group, California 21%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 95%Unallocated share: 5%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino95%
  2. White—
  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 share5%
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?

58% 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 · 45 of 78 English learners58%
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?

95%of students qualified for free or reduced-price meals in 2024–25, 514 of 541. California: 63%.

29teachers, 2024–25

16 yearsaverage experience, 2024–25

3%in their first year, 2024–25

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

Ask: Which student groups does the school track most closely, and what does it do when one falls behind?

All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 105 tested in English, 104 in math
English49%−554%049%
Math18%−826%−523%
Hispanic or Latino · 105 tested in English, 104 in math
English48%−553%−149%
Math19%−625%−221%

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

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 Latino95%
White—
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, 22.9 properly credentialed teaching-position FTE out of 27.2 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into Linda Esperanza Marquez High C School of Social Justice, 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 C School of Social Justice

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 B LIBRA Academy (65th percentile, Solid, 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 C School of Social Justice for 2027–28

  1. If Linda Esperanza Marquez High C School of Social Justice 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: Shirley Guzman

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. How does the school check what’s working in English? English: 55% in 2025 to 49% in 2026 here; California: 57% to 57%
  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? 32 in 100 chronically absent, 2025–26 (165 of 511 students); average Los Angeles Unified high school: 28 in 100
  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? 10% (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 #977 of 1,498 California high schools we score · #142 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate89%5325%
Exceeded standardaverage of English and math16%5022%
Ready for college or career (state measure)53%5520%
Met or exceededaverage of English and math38%5218%
Chronically absent33 in 100485%
Suspension rate0.2% (1 of 590)645%
English learners: top level8%375%

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.

School pattern · 2024–25 · What patterns mean

On the riseThe share of students at the state’s top two levels rose in both English and math across the three springs to 2025. The Every tested year record gives each year.
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
2024–255134#977California 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
2018–1922 in 1000.5% (4 of 751)
2021–22not on filenot on file
2022–23not on filenot on file
2023–2433 in 1000 of 610
2024–2533 in 1000.2% (1 of 590)

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 1111019%30%26%25%49%57%−8

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 111096%14%20%60%20%32%−12

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 · English11019%49%
2026 · Math1096%20%
2025 · English12025%55%
2025 · Math1208%22%
2024 · English11921%50%
2024 · Math1193%13%
2023 · English11412%45%
2023 · Math1141%8%
2022 · English12719%52%
2022 · Math1271%11%
2019 · English15419%55%
2019 · Math1525%15%
2018 · English11520%68%
2018 · Math1154%22%
2017 · English11815%59%
2017 · Math1155%23%

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 · English12055%
2025 · Grade 11 · Math12022%
2024 · Grade 11 · English11950%
2024 · Grade 11 · Math11913%
2023 · Grade 11 · English11445%
2023 · Grade 11 · Math1148%
2022 · Grade 11 · English12752%
2022 · Grade 11 · Math12711%
2019 · Grade 11 · English15455%
2019 · Grade 11 · Math15215%
2018 · Grade 11 · English11568%
2018 · Grade 11 · Math11522%
2017 · Grade 11 · English11859%
2017 · Grade 11 · Math11523%

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
Schoolwide1174%16%67%13%

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-income10549%−50
Hispanic or Latino10548%−5−1
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 · 33 in 100 → 2025–26 · 32 in 100 · −1 in 100
Suspension rate2024–25 · 0.2% (1 of 590) → 2025–26 · 0.6% (3 of 535) · +0.4 percentage points
Group2018–192025–26Change
Female25 in 10032 in 100+7 in 100
Male20 in 10032 in 100+12 in 100
Hispanic or Latino22 in 10032 in 100+10 in 100
Students with disabilities34 in 10033 in 100−1 in 100
English learners27 in 10031 in 100+4 in 100
Homeless33 in 100——
Low-income23 in 10032 in 100+9 in 100
All students22 in 10032 in 100+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 53% · numerator 67 students classified Prepared · denominator 127 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 81% · AP-pathway numerator 54 · denominator 67 (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 67 of 127 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
89%
AP route, among those ready for college or career
81%
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)
63%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
55%

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 California118%
California State University3626%
California community college2619%
In-state private21%
Out-of-state, 4-year11%
Out-of-state, 2-year00%
Not enrolled6345%

139 students who finished high school, class of 2023 · state-reported college-going rate 55% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,439 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 541

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 541

District current expense · FY 2024–25$29,292 per ADA

CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator

These figures are not directly comparable: school ESSA attributed spending and NCES district current expense use different measures and populations. Their fiscal years are labeled above.

How the California mean was selected

SchoolScope starts with its selected California finance records, not every NCES California district. For FY 2020–21, it calculates an unweighted mean of NCES F-33 current expense per pupil. District records contribute once, regardless of enrollment. The calculation keeps records with positive per-pupil current expense, enrollment over 100, CCD agency type 1, and a recorded district name; it excludes names ending in County Office of Education, Department of Education, or Superintendent of Schools. This is a SchoolScope calculation, not a state-published spending average.

Selected General Fund operating costs · FY 2024–⁠25 · SchoolScope calculation
Instruction 52%Instruction support 17%Student services 12%Administration 7%Buildings & maintenance 10%Other 2%
The arithmetic behind these shares · FY 2024–25
GroupDollarsShare, to two decimalsPrinted
Instruction$5,655,379,38451.81%52%
Instruction support$1,791,152,34816.41%17%
Student services$1,344,873,23212.32%12%
Administration$763,652,7807.00%7%
Buildings & maintenance$1,099,649,06210.07%10%
Other$260,356,5952.39%2%
Total$10,915,063,400100.00%100%

These shares are our arithmetic: each group’s dollars divided by the $10,915,063,400 total of the groups shown, rounded to whole percents by largest remainder so they add up to 100. Dollar amounts are rounded to the nearest dollar, so they can differ from the total by a dollar. SchoolScope groups district-level CDE SACS UserGL actuals from Fund 01, using operating objects 1000–5999 and excluding retiree benefits, food and community services, facilities acquisition, other outgo, and nonagency goals. These shares use that filtered total; they do not exactly break down CDE's official current expense per ADA above. The school-level ESSA figure uses a separate source.

NCES F-33 district fiscal-year history, 2017–⁠2021; latest district record shown: 2021
2021$18,180 per pupil
2020$16,355 per pupil
2019$15,793 per pupil
2018$13,247 per pupil
2017$13,549 per pupil

Source: NCES F-33 · Full district breakdown →

Staffing recordsstate teacher credential-and-placement and district salary records · each for its own year

Additional workforce records

Properly assigned intern credential holders0.0%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 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