Public school with a magnet program · Los Angeles Unified

Orville Wright Engineering and Design Magnet — Rating & test scores

6550 West 80th Street, Los Angeles · 456 students · Grades 6–8

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Shared campus · © OpenStreetMap

Orville Wright Engineering and Design Magnet and WISH Community 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, with building heights from LA County. Volunteers map it, so a new building may be missing.

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

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

© OpenStreetMap

Scope Score 75

DevelopingScope Score · 48th percentile. Higher than 48 in 100 of the 2,529 California public middle schools we score.

75 is the typical California school. 100 is the best result in the state. How the score is built

Well below California in English (reading and writing) and math, grades 6–8, spring 2026: 37% and 24% scored Proficient or Advanced, against 49% and 37%.

Source for this line
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 410 in English, 412 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

Overview

Is this school a good middle school?

Developing. Orville Wright Engineering and Design Magnet is lower than most California middle schools on test results, progress in both subjects and attendance.

Test results, spring 2026

English, Proficient or Advanced3237%
Math, Proficient or Advanced3524%
English, Advanced288%
Math, Advanced4011%

Progress in a year, 2025

English15−11 pts
Math3−25 pts

Showing up, 2025–26

Attendance1529 in 100
Orville Wright Engineering and Design Magnet’s place among California middle schools, out of 100Los Angeles Unified’s other middle schoolsBar colour, from the lowest quarter of schools to the highest

One more thing to know

On spring 2025 tests, students in grades 6–8 scored lower than California students who had the same scores the year before, in English (−11 pts) and math (−25 pts). The state calls them Moderate in English and Minimal in math.

Each bar is Orville Wright Engineering and Design Magnet’s place among 2,529 California public middle schools we score. Our calculation from California Department of Education records, updated October 15, 2026.

How to read these bars, and their sources

A place counts the schools out of 100 with a lower figure. The dashed line is the middle. Test results are from spring 2026, grades 6–8. Progress is the state’s measure of how the same students’ scores changed against the score it expected, 2025. Attendance counts students who missed 10% or more of school days; fewer is better, so a higher place means fewer such students.

Source for the sentence
CDE growth model, 2025. Students with scores in both years in grades 6–8: 407 in English, 411 in math. Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

In its own words

What does this school say about itself?

We haven’t read Orville Wright Engineering and Design Magnet’s website yet. Until we do, the school’s own site is the best place to hear it in its own words.

Open wrightms.lausd.org (opens in a new tab)

Progress

Did students here score higher than students who started at the same place?

Lower, in both subjects. In 2025, students here in grades 6–8 scored 11 points lower in English than California students who had the same score the year before. The state calls that Moderate. In math, they scored 25 points lower, which the state calls Minimal.

English

−11

points lower than California students who had the same score a year earlier. The state calls it Moderate, the second of its five growth levels.

By student group · students counted

Low-income334−13 points
Black or African American245−18 points
Hispanic or Latino124−6 points
Students with disabilities44−14 points
English learners270 points

Math

−25

points lower than California students who had the same score a year earlier. The state calls it Minimal, the lowest of its five growth levels.

By student group · students counted

Low-income337−28 points
Black or African American248−28 points
Hispanic or Latino125−20 points
Students with disabilities45−15 points
English learners27−16 points

Grades 6–8, 2025, 407 students in English, 411 in math with scores in both years. Faded rows have fewer than 40 students. It describes results, not causes. Source: California Department of Education, growth model.

How the state’s growth measure works

The state calls this comparison an expected score. It sets one for each student from that student’s own score the year before.

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 11 points below that expected score, and in math 25 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

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

SchoolScope middle standardized cohort gain: approximately 88th percentile on a calibrated reference scale, not an empirical school rank. This score compares school-level grade groups across English and math, not matched students in California's separate growth model.

Nearby

How does it compare with schools nearby?

5 of the 7 middle schools nearby have a higher Scope Score than Orville Wright Engineering and Design Magnet. Each school is compared with every California middle school.

Scope Score

8 middle schools within 3.3 miles, highest score first. Under each name is how the school takes students.

  1. Wilder's Preparatory Academy CharterCharter · its own lotteryScope Score 8791st
  2. ICEF Vista Middle AcademyCharter · its own lotteryScope Score 8791st
  3. Mark TwainNeighborhood school · by addressScope Score 8282nd
  4. Culver CityCulver City Unified · by addressScope Score 8178th
  5. Century Community CharterCharter · its own lotteryScope Score 7760th
  6. Orville Wright Engineering and Design MagnetScope Score 7548th
  7. Katherine Johnson STEM AcademyNeighborhood school · by addressScope Score 7231st
  8. Marina del ReyNeighborhood school · by addressScope Score 7231st
Los Angeles UnifiedA neighborhood school in another districtCharter

A neighborhood school in another district takes students who live in its area. Ask that district about a transfer. A charter school takes applications from any family and holds a lottery when it has more applicants than seats.

Scope Score from California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Distance is a straight line from this campus and is not an attendance boundary. See these schools on the map

Scores and family income

Further right, more students are from low-income families. Higher up, more students scored Proficient or Advanced in English.

25%50%75%0%25%50%75%100%

6 of 8 schools are named on the chart. Point at a dot or tap it to read any school.

English results: California Department of Education state tests (CAASPP), spring 2026, grades 6–8. Low-income is the share of students who qualified for free or reduced-price meals, 2024–25. The chart compares results, not causes.

Schools like it

How does this school compare with schools like it?

Orville Wright Engineering and Design Magnet’s Scope Score is 75. 537 California middle schools, counting Orville Wright Engineering and Design Magnet, have a similar share of students from low-income families. Their typical score is 72. Orville Wright Engineering and Design Magnet’s result is higher than 381 of them.

The five schools with the highest results of the 537

  1. Students from low-income families: 76%

    Scope Score 96Strong · 99th percentile

  2. Students from low-income families: 88%

    Scope Score 95Strong · 98th percentile

  3. Students from low-income families: 85%

    Scope Score 86Strong · 90th percentile

  4. Students from low-income families: 86%

    Scope Score 86Strong · 90th percentile

  5. Students from low-income families: 77%

    Scope Score 85Strong · 88th percentile

537 California public middle schools where 76% to 88% of students qualified for free or reduced-price meals in 2024–25. The chart compares results, not causes. Our calculation from California Department of Education records, spring 2026.

How the group is chosen

The group is every California public middle school we score where 76% to 88% of students qualified for free or reduced-price meals in 2024–25. That is within 6 points of Orville Wright Engineering and Design Magnet’s share. The count includes Orville Wright Engineering and Design Magnet. Typical means the median: half are higher and half are lower. Schools differ in more than family income, and no score is changed for it. Our calculation from California Department of Education records: state tests (CAASPP), spring 2026, and school meal eligibility, 2024–25.

Over time

Have results changed?

English results were similar to 2025; math results were higher. English went from 33% to 37% and math from 16% to 24%.

Share at the state’s top two test levels, 2017 to 2026

Grades 6–8. Point at a year, tap it or use the arrow keys to read its figures.

English

No comparable testsNo tests25%50%75%2017201820192022202320242025202639%46%49%CaliforniaCalifornia47%Los Angeles UnifiedDistrict37%Orville Wright Engineering and Design MagnetThis school

Math

No comparable testsNo tests25%50%75%2017201820192022202320242025202628%25%37%CaliforniaCalifornia35%Los Angeles UnifiedDistrict24%Orville Wright Engineering and Design MagnetThis school

The lines break where a year has no comparable state test results. Each spring tests a different group of students. Los Angeles Unified’s line combines its 214 middle schools we score (our calculation). Faint lines are its other schools. Source: California Department of Education, state tests (CAASPP).

Each year’s results

The top two levels were called Met or Exceeded before 2026 and are called Proficient or Advanced now. Los Angeles Unified’s figure weights each school by the students it tested.

English, grades 6–8: share at the top two levels
SpringOrville Wright Engineering and Design MagnetLos Angeles UnifiedCaliforniaTested here
201746%39%48%613
201836%41%49%604
201941%43%50%591
202243%42%47%378
202335%39%46%364
202428%42%46%401
202533%45%49%428
202637%47%49%410
Math, grades 6–8: share at the top two levels
SpringOrville Wright Engineering and Design MagnetLos Angeles UnifiedCaliforniaTested here
201725%28%37%616
201824%30%37%600
201920%31%38%589
202217%25%31%380
202315%25%32%364
202414%28%33%401
202516%32%36%434
202624%35%37%412

Tests

How did students here do on state tests?

Well below California in both subjects.

English

37%

scored Proficient or Advanced.

3528298
Los Angeles Unified47%California49%

Math

24%

scored Proficient or Advanced.

51251311
Los Angeles Unified35%California37%
MinimalDeveloping levelProficientAdvanced

In grades 6–8, spring 2026, 37% scored Proficient or Advanced in English and 24% in math, against 49% and 37% across California.

The state published these results on October 15, 2026. What changed across California. Spring 2026, grades 6–8 combined. From spring 2026, the state calls its top two levels “Proficient or Advanced” (formerly “Met or Exceeded”). Source: California Department of Education, state tests (CAASPP).

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 13 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

School pattern · grades 6–8 · spring 2026

Grade-to-grade gains
From grade 6 in spring 2024 to grade 8 in spring 2026, results here rose more than at the average California middle school. Students move in and out, so these are partly different children. The Score factors record below gives the figure.

What patterns mean

Results for each grade, spring 2026

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced38%36%37%
Advanced9%6%10%
Proficient29%30%27%
Developing level23%28%33%
Minimal39%36%30%
Tested122141147
California48%51%49%
Difference−10−15−12

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced32%17%23%
Advanced13%8%13%
Proficient19%9%10%
Developing level23%33%21%
Minimal45%50%56%
Tested121142149
California37%38%36%
Difference−5−21−13

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.

All four test levels, with the number of students tested
Share of students tested at each level, spring 2026. The state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal.
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grades 6–8 · This school8%29%28%35%410
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school11%13%25%51%412
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

Spring 2026, grades 6–8 combined: 410 tested in English, 412 tested in math. California combines the state’s results for the same grades, weighted by students tested (our calculation).

Who goes here

Who goes here?

Black or African American students are the largest group here, at 62% of students. 128 of 448 students missed 10% or more of school days.

Missing school, 2025–26

29in 100

students were chronically absent. That means they missed 10% or more of school days (128 of 448 students).

At the average Los Angeles Unified middle school: 24 in 100. At the average California middle school: 18 in 100.

Students, 2024–25

456

students in grades 6–8.

Black or African American 62%Hispanic or Latino 29%Two or more races 3%White 3%

Family income

82%

of students qualified for free or reduced-price meals in 2024–25, 374 of 456. California: 63%.

Teachers, 2024–25

27

teachers, with 11 years of experience on average.

4% were in their first year.

61% of teaching positions had the right credential, 2021–22.

Suspensions, 2025–26

0.8%

of students were suspended at least once (4 of 471). Average California middle school 3.7%.

Sources: California Department of Education. Each tile names its year.

Missing school, by grade
Grade 6
39 in 100 students in grade 6 were chronically absent (55 of 140).
Grades 7–8
24 in 100 students in grades 7–8 were chronically absent (73 of 308).
Full student mix, 2025–26
StudentsHere
Black or African American62%
Hispanic or Latino29%
Two or more races3%
White3%
Asian—
Filipino—
American Indian or Alaska Native—
Pacific Islander—
Not reported—
Where these figures come from

Attendance and suspensions: California Department of Education, 2025–26. Student mix: the students the state’s attendance file counts, 2025–26; a dash means our records hold no count. Student count: California Department of Education enrollment, 2024–25. Teachers: California Department of Education staffing files, 2024–25.

Teaching credentials: California’s School Accountability Report Card, 2024–25, measured in 2021–22: 15.4 of 25.5 full-time teaching positions. It counts positions, not individual teachers.

Student groups

How do kids like mine do here?

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

This schoolThe same group, California
  • Hispanic or Latino128 tested29%California 25%
  • Low-income348 tested21%California 26%
  • Black or African American246 tested20%California 20%
  • Students with disabilities42 tested2%California 10%

21% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. Every group’s English results are in the table below.

Share who scored Proficient or Advanced, grades 6–8 math, spring 2026. Each group is compared with the same group in the same grades. Source: California Department of Education, state tests (CAASPP).

Every group’s results, with the district

Low-income is the state’s “socioeconomically disadvantaged” group.

Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 347 tested in English, 348 in math
English34%−943%−539%
Math21%−1031%−526%
Black or African American · 247 tested in English, 246 in math
English30%−737%−333%
Math20%−525%020%
Hispanic or Latino · 126 tested in English, 128 in math
English45%+342%+639%
Math29%−231%+425%
Students with disabilities · 41 tested in English, 42 in math
English5%−1015%−914%
Math2%−911%−810%

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.

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

What people say

What do students, families and staff say?

On caring adults and high expectations, students and staff here all answered less positively than at Los Angeles Unified middle schools in 2025–26.

401

students answered

46

staff answered
This schoolLos Angeles Unified middle schools, same questionsShare who gave one of the two most positive answers. Each line runs from 40% to 100%.

Students

401 answered

Feeling safe62%
Belonging50%
Caring adults58%
Having a say56%
High expectations70%
  • Higher than Los Angeles Unified
  • There is an adult at my school whom I trust and can talk to no matter what is bothering me64%district 57%
  • 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 activities48%district 44%
  • Lower than Los Angeles Unified
  • The teachers at this school treat students fairly42%district 52%
  • Most kids at this school are kind to each other22%district 31%
  • Happened to them 2 or more times in 30 days · lower is better
  • Been made fun of because of your looks or the way you talk?37%district 30%
  • Had mean rumors or lies spread about you?36%district 25%

Staff

Teachers and other staff · 46 answered, 29 of them teachers

Feeling safe96%
Caring adults81%
High expectations88%
Little bullying41%
  • Lower than Los Angeles Unified
  • Harassment or bullying among students41%district 71%
  • At this school, decisions are made based on students’ needs and interests72%district 78%

Each line is the average of the survey’s questions on that theme. The themes are our grouping. We show a question only when at least 20 people answered it. The lists name the questions 3 points or more from Los Angeles Unified middle schools. These answers are not part of the Scope Score. Source: Los Angeles Unified, School Experience Survey, 2025–26. Survey results (opens in a new tab)

All 45 student questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe in this school or in online school sessions62%64%400
Belonging
This school is a supportive and inviting place for students to learn59%63%382
I am happy to be at this school60%64%400
I feel like I am part of this school55%58%396
I feel accepted for who I am at this school57%62%395
Most kids at this school are kind to each other22%31%392
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are accepted47%53%277
Caring adults
Teachers go out of their way to help students57%61%382
The teachers at this school treat students fairly42%52%394
Teachers care if I'm absent from school51%55%392
Adults at this school treat all students with respect53%59%398
There is an adult at my school whom I trust and can talk to no matter what is bothering me64%57%377
There is at least one adult at my school who supports me71%69%379
Teachers at my school know me66%64%375
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help me64%68%398
Engagement
Teachers give students a chance to take part in classroom discussions or activities68%75%381
My teachers make learning fun41%44%378
Students have a voice in decision making at this school46%48%387
Teachers encourage students to make decisions62%61%380
There are lots of chances for students at my school to get involved in sports, clubs, or other school activities outside of class71%75%382
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 activities48%44%384
High expectations
In my classes, my teachers tell me how I can make my work better72%75%386
Adults at this school encourage me to work hard so I can be successful in college or at the job I choose68%70%381
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?A lower share means fewer students reported it.36%25%395
Been made fun of because of your looks or the way you talk?A lower share means fewer students reported it.37%30%379
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?A lower share means fewer students reported it.24%17%388
Been bullied online?A lower share means fewer students reported it.12%10%387
Had sexual jokes, comments, or gestures made to you?A lower share means fewer students reported it.22%16%278
Other questions
The teachers at this school grade me fairly53%61%384
Students know how they are expected to act50%45%390
Adults at this school clearly inform students what would happen if they break school rules77%76%394
What is the highest level of education that you plan to complete?——298
I can change my intelligence with hard work71%72%387
I can increase my intelligence by challenging myself72%71%381
I am capable of learning anything72%68%382
I feel safe in the neighborhood around this school76%62%392
I can do well on all my tests, even when they're difficult50%50%376
I can master the hardest topics in my classes44%42%375
I can meet all the learning goals my teachers set57%54%372
I came to class prepared69%76%386
I remembered and followed directions78%79%386
I paid attention, even when there were distractions58%59%386
How well did you get along with students who are different from you?61%67%392
When others disagreed with you, how respectful were you of their views?60%67%389
How carefully did you listen to other people's points of view?70%75%388

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

All 46 staff questions
QuestionHereLos Angeles Unified middle schoolsAnswers
Safety
I feel safe on school grounds during the day96%94%46
Caring adults
At this school, decisions are made based on students’ needs and interests72%78%46
Adults at this school treat all students with respect91%90%45
High expectations
This school sets high standards for academic performance for all students89%91%44
This school emphasizes teaching lessons in ways relevant to students88%92%41
Bullying called a mild or insignificant problem
Harassment or bullying among students41%71%46
Other questions
I have the materials I need to do my job well52%77%46
Generally speaking, my technology issues are resolved within an acceptable time period56%81%46
I get the help I need to communicate with parents76%77%45
The child abuse training I receive adequately prepares me to address child abuse at my school100%93%45
I feel safe in the neighborhood around my school100%86%46
At this school, parents treat me with respect.70%81%46
This school is a supportive and inviting place for staff to work61%78%46
This school promotes personnel participation in decision-making that affects the school practices and policies65%72%46
How many adults at this school support and treat each other with respect?87%86%46
How many adults at this school feel a responsibility to improve this school?64%75%45
Students treat adults at this school with respect38%70%45
This school clearly communicates to students the consequences of breaking school rules64%74%45
This school effectively handles student discipline and behavioral problems56%67%45
Racial/ethnic conflict among students87%81%46
The curriculum at this school is focused on helping students get ready for college (teachers)62%79%26
Teachers expect most students in this school to go to college (teachers)88%80%26
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)88%86%26
The MyPGS informal observation process has helped me improve my teaching (teachers)72%68%25
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)——16
I use ELPAC scores to plan instruction for my English learner students (teachers)—54%14
I know how to determine progress towards reclassification for my students who are English Learners (teachers)—64%14
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)—70%14
I know which of my students are long-term English learners (LTELs) (teachers)—78%14
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)14%17%29
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)34%35%29
Worked in grade-level or department-level teams to review and align grading practices (teachers)43%42%28
Teachers meet to examine student performance data (teachers)36%33%28
Teachers collaborate with one another by department, SLC, or grade level about curricular or instructional issues (teachers)46%45%28
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)79%77%29
I have received professional development training on how to create a learning environment that leverages digital tools and resources (teachers)83%76%29
I integrate technology into my instructional practices to meet the needs of my students (teachers)93%92%29
I feel confident integrating technology into my instruction (teachers)97%90%29
What I learn in our school professional development meetings addresses my students' needs (teachers)62%65%29
The professional development I received this year has made a positive impact on my teaching practice (teachers)55%63%29
The professional development I received this year has helped me improve students’ engagement in my class (teachers)66%60%29
The professional development I received this year has helped me improve my students' learning outcomes (teachers)55%64%29
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)59%69%29
The professional development I received this year has helped me to understand and use data to inform my instruction (teachers)72%73%29
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)62%66%29
I enjoy teaching at this school (teachers)66%85%29

A dash means fewer than 20 people answered, or the survey file we hold gives no share for the question.

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.

Los Angeles Unified 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.

Only 8.4% of family surveys came back, so these answers aren’t shown.

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 Los Angeles Unified averages its own topics. Each lane lists every question with its own percentage.

Family and staff answers

What would families and staff tell you?

Families and staff can answer a short set of questions about Orville Wright Engineering and Design Magnet. These are not star ratings or reviews.

  1. Staff answers show once 5 people have answered.Until then this page shows no staff answers.
  2. Family answers show once 20 families have answered.Until then this page shows how many have answered.
  3. The questions are about the school, never a person.No question asks about a named teacher or staff member.
  4. Answers are never part of the Scope Score.They sit beside the state’s records and do not change a school’s score.
  5. Staff confirm a work email.Staff answers come only from people who confirmed an email address at Los Angeles Unified.

Families

No family answers yet

0 of 20 needed before answers show

  • Does the school tell you how your child is doing, in a way you understand, before report cards arrive?Usually · Sometimes · Rarely
  • When you contact the school with a question, do you hear back within two school days?Usually · Sometimes · Rarely · Haven’t contacted them
  • Can you get school information in the language you read best?Yes · Mostly · No
  • And 4 more questions.

Answer the family questionsResponder en españolHow family answers work

Staff

No staff answers yet

5 answers needed before they show

  • Would you send your own child to this school?Yes · Maybe · No
  • Do you plan to work at this school next year?Yes · Not sure · No
  • Do you have the materials and supplies you need to teach?Usually · Sometimes · Rarely
  • And 5 more questions.

Answer the staff questionsHow staff answers work

Money

Where does the money go?

$29,791 for each student in 2024–25. California’s middle schools spent $19,269 for each student. Los Angeles Unified’s plan for 2026–27 covers $7.9 billion.

$29,791

for each student at this school, 2024–25
Spent at the school
$24,782
The school’s share of district office costs
$5,009
Of the total, from federal funds
$2,565
  • Orville Wright Engineering and Design Magnet$29,791
  • Los Angeles Unified middle schools$24,956
  • California middle schools$19,269

The district and California figures combine their middle schools, weighted by enrollment (our calculation, 1,241 California schools). Spending does not show how well money is used. Source: California Department of Education, per-school spending report, 2024–25. Funding records ↓

Los Angeles Unified’s yearly plan

$7.9billion

in the district’s plan for 2026–27

$1.8billion

planned for services for English learners, low-income students and foster youth
  • Academic Excellence$5.8 billion
  • Operational Effectiveness$1.0 billion
  • Joy and Wellness$521 million
  • Investing in Staff$268 million
  • Black Student Achievement Plan Implementation$135 million
  • Engagement and Collaboration$68 million
  • Equity Multiplier$35 million
  • English Learner Supports$30 million

This is the district’s plan. It is not this school’s own budget. Each part of the bar is one goal in the plan, with the money for its actions added up (our calculation). The plan covers $7.9 billion of $11.3 billion in total budgeted spending. Source: Los Angeles Unified Local Control and Accountability Plan (LCAP), 2026–27. Read the district’s plan →

The neighborhood

What is the area around this school like?

These figures are for everyone who lives in ZIP code 90045. They are not figures for the families at Orville Wright Engineering and Design Magnet.

Typical household income in a year

$135,032

Typical means half are higher and half are lower. The ZIP code is the school’s address, not its attendance area. Source: U.S. Census Bureau, American Community Survey, 2020–2024, ZIP code area 90045.

Typical home value
$1,399,100
People who live in this ZIP code
41,786
Typical age
36.4 years
Adults 25 and older with a four-year college degree
63%

What you can do

Who can act on this school’s results?

Los Angeles Unified’s board decides Orville Wright Engineering and Design Magnet’s plan.

How to take part

  1. Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  2. Send written comments on the actions and spending the plan proposes.
  3. Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  4. Read the midyear report, due by February 28.

State support

The state hasn’t placed Orville Wright Engineering and Design Magnet in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Extra state help for the district

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 

Questions to ask

What should I ask, and when?

Bring these 7 questions to Orville Wright Engineering and Design Magnet. Confirm anything about applying with the school itself.

On a tour

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school?29 in 100 chronically absent, 2025–26 (128 of 448 students); average California middle school: 18 in 100
  2. What changes for a student who falls behind in math?25 points lower in math than California students who had the same score the year before, grades 6–8, 2025 (411 students)
  3. When a bullying report comes in, who handles it, and how is the family told?26% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  4. Which math courses can students take, and how are placements decided?
  5. Which electives and high-school transition supports are available?

At the office

  1. What time does the day start and end, and is any day shorter?
  2. Is there care before or after school, and what does it cost?

Getting in

What comes after this school, and how do I get in?

Families apply to Orville Wright Engineering and Design Magnet through Los Angeles Unified.

Orville Wright Engineering and Design Magnet has no attendance area in Los Angeles Unified’s published boundaries. It is a whole-school magnet that families apply to through Choices. A student’s later schools follow the family’s home address, not this campus, unless the family applies elsewhere. Look up an address with Los Angeles Unified ↗

  1. Elementary
    No feeder schools
    No school feeds it by attendance area.
  2. Middle · this school
    Orville Wright Engineering and Design Magnet
    Grades 6–8Scope Score 75Developing · 48th percentile
  3. High
    Follows home address
    One of 96, by address: Abraham Lincoln Senior High, Academies of Education and Empowerment at Carson H, Academy of Medical Arts at Carson High, Alain Leroy Locke College Preparatory Academy, Alexander Hamilton Senior High, Ambassador-Global Leadership, Arleta High, Augustus Hawkins High, Bell Senior High, Belmont Senior High, Benjamin Franklin Senior High, Birmingham Community Charter High, Canoga Park Senior High, Carson Senior High, Cesar E. Chavez Learning Academies-Academy of Scientific Exploration (ASE), Cesar E. Chavez Learning Academies-Social Justice Humanitas Academy, Cesar E. Chavez Learning Academies-Technology Preparatory Academy, Chatsworth Charter High, Communication and Technology at Diego Rivera Learning Complex, Contreras Learning Center-Academic Leadership Community, Contreras Learning Center-Los Angeles School of Global Studies, Contreras Learning Center-School of Social Justice, Crenshaw Science, Technology, Engineering, Math and Medicine Magnet, Diego Rivera Learning Complex Green Design STEAM Academy, Dr. Maya Angelou Community High, Eagle Rock High, East Los Angeles Renaissance Academy at Esteban E. Torres High No. 2, East Valley Senior High, Edward R. Roybal Learning Center, El Camino Real Charter High, Elizabeth Learning Center, Engineering and Technology Academy at Esteban E. Torres High No. 3, Fairfax Senior High, Felicitas and Gonzalo Mendez High, Gardena Senior High, George Washington Preparatory High, Granada Hills Charter, Grover Cleveland Charter High, Helen Bernstein High, Hollywood Senior High, Humanitas Academy of Art and Technology at Esteban E. Torres High No. 4, Humanities and Arts (HARTS) Academy of Los Angeles, Huntington Park Senior High, International Studies Learning Center at Legacy High School Complex, James A. Garfield Senior High, James Monroe High, John C. Fremont Senior High, John F. Kennedy High, John H. Francis Polytechnic, John Marshall Senior High, Jordan High, Linda Esperanza Marquez High A Huntington Park Institute of Applied Medicine, Linda Esperanza Marquez High B LIBRA Academy, Linda Esperanza Marquez High C School of Social Justice, Los Angeles High School of the Arts, Los Angeles Senior High, Manual Arts Senior High, Maywood Academy High, Mervyn M. Dymally High, Nathaniel Narbonne Senior High, Nava College Preparatory Academy, New Open World Academy K-12, North Hollywood Senior High, Palisades Charter High, Panorama High, Performing Arts Community at Diego Rivera Learning Complex, Phineas Banning Senior High, Public Service Community at Diego Rivera Learning Complex, Ramon C. Cortines School of Visual and Performing Arts, Rancho Dominguez Preparatory, Reseda Charter High, STEM Academy at Bernstein High, San Fernando Senior High, San Pedro Senior High, Santee Education Complex, School for the Visual Arts and Humanities, School of Business and Tourism at Contreras Learning Complex, Science, Technology, Engineering, Arts and Mathematics at Legacy High School Complex, Social Justice Leadership Academy Magnet at Esteba, South East High, South Gate Senior High, Susan Miller Dorsey Senior High, Sylmar Charter High, Taft Charter High, Theodore Roosevelt Senior High, Thomas Jefferson Senior High, UCLA Community K-12, Ulysses S. Grant Senior High, University High School Charter, Van Nuys Senior High, Venice Senior High, Verdugo Hills Senior High, Visual and Performing Arts at Legacy High School Complex, WESM Health/Sports Medicine, West Adams Preparatory High, Woodrow Wilson Senior High.Check which high school serves that address.

Explore schools on the map

Not a next step: the school sharing this address. WISH Community (91st percentile, Strong, among elementary schools, 2026) has the same street address in the state’s school directory.

Applying to Orville Wright Engineering and Design Magnet for 2027–28

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

    apply.lausd.net 

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

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

Compare with other schools

How Choices, lotteries and waitlists work

Where it is

Where is this school?

Address
6550 West 80th Street, Los Angeles 90045Get directions (opens Google Maps in a new tab)
Administrator
Lakisha ClarkAs the state’s school directory lists it, last updated February 8, 2024.

A school’s place on the map is its address in the state directory. It does not show which homes the school serves. See nearby schools on the map

Short answers to 7 common questions

How do I get in?

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

Is Orville Wright Engineering and Design Magnet a good middle school?

Orville Wright Engineering and Design Magnet has a Scope Score of 75. It scored higher than 48 in 100 of California’s 2,529 scored public middle schools (Developing, 48th percentile, spring 2026). See the details ↓

How often do students miss school or get suspended?

In 2025–26, 29 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0.8% of students (4 of 471) were suspended at least once in 2025–26, against 3.7% at the average California middle school. See the details ↓

Did students here score higher than students who started at the same place?

Lower, in both subjects. In 2025, students here in grades 6–8 scored 11 points lower in English than California students who had the same score the year before. The state calls that Moderate. In math, they scored 25 points lower, which the state calls Minimal.

  • Included in this measure: 407 students in English, 411 in math

See the details ↓

How do kids like mine do here?

In spring 2026, 34% of low-income students in grades 6–8 at Orville Wright Engineering and Design Magnet in Los Angeles scored Proficient or Advanced in English, against 39% for the same group across California. See the details ↓

What do students say?

62% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 400 answered).

  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

See the details ↓

What should I ask on a visit?

The questions drawn from this page are under Questions to ask, ready to copy. See the details ↓

The full record

Source records

This page is built from 12 sets of records from public data sources. Every figure keeps its source, grades, year and count.

Data updated

October 15, 2026

Record sets on this page
12
Sources
California Department of EducationU.S. Census Bureau
State test years
2017–2026

Results

Students

Money and staff

Place, downloads and method

Score factorssource values, index and weights · 2025–26 · ranked #1,297 of 2,529 California middle schools we score · #125 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math10%4242%
Proficient or Advancedaverage of English and math31%4223%
8th graders in 2026 against 6th graders in 2024 (partly different children)+61 scale-score pts6720%
Chronically absent29 in 100365%
Suspension rate0.8% (4 of 471)625%

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students. The weights above add to 95%: English learners reaching the top level of the state’s English test has no value for this school, so its 5% weight is shared out among the measures above.

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–267548#1297California middle schools · 2,529 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1912 in 1000.1% (1 of 668)−3
2021–22not on filenot on file−5
2022–23not on filenot on file+9
2023–2429 in 1000 of 457+7
2024–2531 in 1000.6% (3 of 479)−4
2025–2629 in 1000.8% (4 of 471)−5

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

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested 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 · English4108%37%
2026 · Math41211%24%
2025 · English4287%33%
2025 · Math4348%16%
2024 · English4018%28%
2024 · Math4014%14%
2023 · English36410%35%
2023 · Math3647%15%
2022 · English37815%43%
2022 · Math3805%17%
2019 · English59112%41%
2019 · Math5899%20%
2018 · English6048%36%
2018 · Math6008%24%
2017 · English6139%46%
2017 · Math6166%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 6 · English13034%
2025 · Grade 7 · English15238%
2025 · Grade 8 · English14629%
2025 · Grade 6 · Math13318%
2025 · Grade 7 · Math15316%
2025 · Grade 8 · Math14814%
2024 · Grade 6 · English14722%
2024 · Grade 7 · English14731%
2024 · Grade 8 · English10734%
2024 · Grade 6 · Math14712%
2024 · Grade 7 · Math14717%
2024 · Grade 8 · Math10714%
2023 · Grade 6 · English14225%
2023 · Grade 7 · English9642%
2023 · Grade 8 · English12642%
2023 · Grade 6 · Math14313%
2023 · Grade 7 · Math9520%
2023 · Grade 8 · Math12614%
2022 · Grade 6 · English9744%
2022 · Grade 7 · English13343%
2022 · Grade 8 · English14843%
2022 · Grade 6 · Math9822%
2022 · Grade 7 · Math13418%
2022 · Grade 8 · Math14814%
2019 · Grade 6 · English20338%
2019 · Grade 7 · English21144%
2019 · Grade 8 · English17739%
2019 · Grade 6 · Math20320%
2019 · Grade 7 · Math21026%
2019 · Grade 8 · Math17614%
2018 · Grade 6 · English19933%
2018 · Grade 7 · English20938%
2018 · Grade 8 · English19638%
2018 · Grade 6 · Math19925%
2018 · Grade 7 · Math20716%
2018 · Grade 8 · Math19431%
2017 · Grade 6 · English20945%
2017 · Grade 7 · English18349%
2017 · Grade 8 · English22145%
2017 · Grade 6 · Math20324%
2017 · Grade 7 · Math19122%
2017 · Grade 8 · Math22229%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide1485%19%66%11%

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-income34734%−9−5
Black or African American24730%−7−3
Hispanic or Latino12645%+3+6
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students−11407Moderate−25411Minimal
English-only students−16344not categorized−29348not categorized
Low-income−13334Moderate−28337Minimal
Black or African American−18245Moderate−28248Minimal
Hispanic or Latino−6124Moderate−20125Moderate
Students with disabilities−1444Moderate−1545Moderate
English learners027Average−1627Moderate
Recently reclassified as fluent in English+2119not categorized−819not categorized
Two or more races015Average−3315Minimal
White−1213Moderate−713Moderate
Homeless+411Average+111Average

CDE reports scale-score points against the state’s expected score — not a percentage or percentile. The table keeps the group records SchoolScope imported for this school, including rows below our narrative display threshold. Muted rows have fewer than 30 students with a valid growth score. SchoolScope uses that threshold for the shorter narrative view; the reported values stay visible here. “Not categorized” means this imported CDE row has a growth value without a performance category. At least one estimate here is a CDE weighted estimate; that describes how CDE combines years, not a year-over-year trend. A group absent from this table has no imported record shown here. Its absence alone does not establish its size or performance. CDE growth covers grades 4–8; here that is grades 6–8. SchoolScope does not use these CDE figures in its Scope Score.

Growth recordsthe state’s student-by-student measure, and grade 8 against the same school’s grade 6 two years earlier, partly different children · two different measures

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
5%
exceeded standard · 22% met or exceeded
CDE CAASPP 2024 · 147 English test records with scores
English · 2026 · Grade 8
10%
Advanced · 37% Proficient or Advanced
CDE CAASPP 2026 · 147 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 147 (school-grade cohort proxy).

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

California growth model · points vs expected

State model · English−11 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

407 students

CDE growth category: Moderate

California growth model, English: −11 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's −2-point median for California middle school records.

State model · math−25 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

Weighted school estimate; assessments from 2022–23, 2023–24, and 2024–25

All students, grades 6–8

411 students

CDE growth category: Minimal

California growth model, math: −25 scale-score points versus the state's expectation, CDE category Minimal, against SchoolScope's −3-point median for California middle school records.

Source notes. CDE reports scale-score points against the state’s expected score for matched students, never a percentage. Among SchoolScope's retained California middle school records, the median English estimate is −2 and the middle half fall between −10 and +5 scale-score points — the spread is wide, so read the figure against it, not its sign alone. CDE's 2025 Dashboard weighted school estimate uses assessments from 2022–23, 2023–24, and 2024–25; adjacent reporting editions should not be read as independent annual changes. The CDE measure covers grades 4–8; here that is grades 6–8, and it is not part of the Scope Score.

Attendance and suspensionsState records · this school and each student group · 2018–19 and 2025–26

CDE’s all-students school rates for 2024–25 and 2025–26; the change is the difference between the two rates as printed.

Year-over-year school rates
Chronic absenteeism2024–25 · 31 in 100 → 2025–26 · 29 in 100 · −2 in 100
Suspension rate2024–25 · 0.6% (3 of 479) → 2025–26 · 0.8% (4 of 471) · +0.2 percentage points
Group2018–192025–26Change
Female8 in 10027 in 100+19 in 100
Male15 in 10030 in 100+15 in 100
Asian0 of 11——
Black or African American14 in 10032 in 100+18 in 100
Hispanic or Latino8 in 10023 in 100+15 in 100
Two or more races1 of 144 of 13—
White4 of 193 of 12—
Students with disabilities13 in 10019 of 52—
Homeless3 of 1711 of 17—
Low-income13 in 10030 in 100+17 in 100
All students12 in 10029 in 100+17 in 100
English learners—2 of 11—

Two reported school years only; no intervening-year result is implied. Where fewer than 100 students were counted, the cell shows the count and no change is printed. Source: CDE school-level chronic absenteeism by student group.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$2,012 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 456

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 456

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

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

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

How the California mean was selected

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

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

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

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

Source: NCES F-33 · Full district breakdown →

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

Additional workforce records

Properly assigned intern credential holders0.0%

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

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

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. These figures are not part of the Scope Score. See all schools in ZIP code 90045 →

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

Embed this scorecard

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  src="https://schoolscope.co/embed/school/orville-wright-engineering-and-design-magnet-8382"
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  style="border:0;border-radius:12px"
  title="Orville Wright Engineering and Design Magnet — SchoolScope scorecard">
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Free to embed with the credit link. Data updates automatically.

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

How we analyzeRequest a correction