Public school · Los Angeles Unified · Los Angeles, California

Performing Arts Community at Diego Rivera Learning Complex — Rating & test scores

Los Angeles · 9–12 · 494 students (2024–25)

6100 South Central Avenue, 90001pacspride.org ↗(323) 846-2136
18thpercentileNeeds Support

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
45

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, 88% of the class graduated in four years (114 of 129); across California, 89%.

Source
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 129
Comparison
California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).
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Shared campus · © OpenStreetMap

Performing Arts Community at Diego Rivera Learning Complex, Public Service Community at Diego Rivera Learning Complex, Communication and Technology at Diego Rivera Learning Complex and Diego Rivera Learning Complex Green Design STEAM 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.

40 in 100 students (183 of 459) missed 10% or more of school days in 2025–26. That is about one and a half times the rate at the average Los Angeles Unified high school.

Sources
The sentence above
CDE chronic absenteeism file, 2025–26. All students counted for chronic absence (CDE’s eligible enrollment): 459. District and California figures are averages of school rates (190 Los Angeles Unified schools; 1,492 scored California high schools), our calculation.

Common questions

How do I get in?

If Performing Arts Community at Diego Rivera Learning Complex is the school for your address, you don’t apply: you register with LAUSD. Check which school serves your address first. Evidence ↓

Is Performing Arts Community at Diego Rivera Learning Complex a good high school?

Performing Arts Community at Diego Rivera Learning Complex scores higher than 18 in 100 of California’s 1,498 scored public high schools: 18th percentile, Needs Support, spring 2025. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 40 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 0 of 493 students were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

More questions (5)

How does math compare with English?

In grade 11, spring 2026, math trails English by 23 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, 36% of low-income students in grade 11 at Performing Arts Community at Diego Rivera Learning Complex in Los Angeles scored Proficient or Advanced in English, against 49% for the same group across California. Evidence ↓

What do families and students say?

82% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD high schools 81%, 389 answered).

  • 62% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD high schools 65%, 416 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

Where do students go after finishing high school here?

48% 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?

Well below California in both subjects.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 36% scored Proficient or Advanced in English and 13% in math, against 57% and 32% across California.

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

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 11: 97 in English, 98 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 · 97 tested

Advanced
13%
Proficient
23%
Below the standard
64%
This school36%
California57%
Los Angeles Unified59%

36% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 98 tested

Advanced
5%
Proficient
8%
Below the standard
87%
This school13%
California32%
Los Angeles Unified31%

13% 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 23 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 41% to 36% and math stayed at 13%.

English · top two levels · grade 11

202541%118 tested
→
202636%97 tested

This school

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

Math · top two levels · grade 11

202513%122 tested
→
202613%98 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 school13%23%31%33%97
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school5%8%20%67%98
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 · English and math have stayed well below California in every tested year since 2017

Chart and table: 2017–2026.

English top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202636%57%
Math top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202613%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 40% in 2017 to 36% in 2026. In math, it went from 8% in 2017 to 13% in 2026, with 2025 and 2026 about the same. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
YearThis schoolCalifornia
201740%
119 tested		60%
444,040 tested
201840%
129 tested		56%
439,134 tested
201942%
104 tested		57%
439,947 tested
202232%
116 tested		55%
427,007 tested
202344%
89 tested		55%
442,128 tested
202436%
122 tested		56%
435,296 tested
202541%
118 tested		57%
432,651 tested
202636%
97 tested		57%
414,559 tested
Math · top two levels · grade 11
YearThis schoolCalifornia
20178%
118 tested		32%
442,457 tested
201813%
129 tested		31%
437,883 tested
201918%
103 tested		32%
438,107 tested
20224%
114 tested		27%
424,390 tested
202311%
89 tested		27%
440,912 tested
202414%
122 tested		28%
434,711 tested
202513%
122 tested		30%
431,903 tested
202613%
98 tested		32%
413,523 tested

What you can do

Who can act on Performing Arts Community at Diego Rivera Learning Complex’s results?

Los Angeles Unified’s board decides Performing Arts Community at Diego Rivera Learning Complex’s plan.

The state hasn’t placed Performing Arts Community at Diego Rivera Learning Complex 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?

88% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 52% were ready for college or career (state measure) in 2024–25. 48% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

88%

Across California: 89%

2024–25 · 114 of 129 students who started 9th grade together

Ready for college or career (state measure)

52%

Across California: 52%

2024–25 · 67 of 130 students in the state’s measure

Finished the UC/CSU course list

75%

Average California high school: 56%

2024–25 · 85 of 114 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

48% enrolled in college within 12 months · 104 students who finished high school

  • University of California3 · 3%
  • California State University CSU detail ↓24 · 23%
  • California community college16 · 15%
  • In-state private4 · 4%
  • Out-of-state, 4-year3 · 3%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled54 · 52%

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 · 114 of 129 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 130 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 · 85 of 114 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.
A closer look: CSU admission recordsApplied, admitted and enrolled, from each university system’s own records

CSU’s own records

California State University

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

Applied
29
Admitted
28
Enrolled
10

By campus · falls 2021–2025 added together

Five years in each number, not one. CSU publishes campus counts only as five-year totals, so these aren’t comparable to the fall 2025 figures above or to UC’s one-fall campus bars.

  • Cal State LAApplied 170 · Admitted 157 · Enrolled 26
  • Cal State NorthridgeApplied 79 · Admitted 70 · Enrolled 8

These records don’t show the school’s effect on admission. A student can apply to several campuses, so campus counts don’t add up to the total. CSU withholds counts under 6; a dash is unavailable. Students who reach CSU from a community college aren’t counted here. Source: CSU High School Success dashboard.

Each fall since 2021

  • Fall 2025Applied 29 · Admitted 28 · Enrolled 10
  • Fall 2024Applied 20 · Admitted 20 · Enrolled under 6
  • Fall 2023Applied 24 · Admitted 24 · Enrolled 13
  • Fall 2022Applied 27 · Admitted 27 · Enrolled 8
  • Fall 2021Applied — · Admitted — · Enrolled —

How often do students miss school or get suspended?

40 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. At the average Los Angeles Unified high school, 28 in 100 were. 0 of 493 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: 183 of 459 students counted for it; suspension: 0 of 493 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

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

183 of 459 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 493

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

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

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

417 of 417 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question62%LAUSD high 65% · 416 answered
Belonging · average of 6 questions59%LAUSD high 61% · 411–416 answered each
Caring adults · average of 8 questions62%LAUSD high 61% · 408–416 answered each
Engagement · average of 6 questions59%LAUSD high 61% · 407–411 answered each
High expectations · average of 3 questions68%LAUSD high 68% · 409–413 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions13%LAUSD high 10% · 408–414 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 46 student questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed62%65%416
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed64%65%412
I am happy to be at this schoolShare who agreed or strongly agreed61%64%416
I feel like I am part of this schoolShare who agreed or strongly agreed58%59%412
I feel accepted for who I am at this schoolShare who agreed or strongly agreed64%66%411
Most kids at this school are kind to each otherShare who agreed or strongly agreed44%46%413
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed65%63%411
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed62%62%408
The teachers at this school treat students fairlyShare who agreed or strongly agreed63%60%411
Teachers care if I'm absent from schoolShare who agreed or strongly agreed59%54%410
Adults at this school treat all students with respectShare who agreed or strongly agreed65%59%416
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed55%59%411
There is at least one adult at my school who supports meShare who agreed or strongly agreed64%68%411
Teachers at my school know meShare who agreed or strongly agreed59%61%409
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 agreed68%66%411
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed72%73%409
My teachers make learning funShare who agreed or strongly agreed52%48%410
Students have a voice in decision making at this schoolShare who agreed or strongly agreed52%53%411
Teachers encourage students to make decisionsShare who agreed or strongly agreed65%64%409
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 agreed72%74%407
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 agreed44%53%411
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed72%71%413
Adults at this school encourage me to work hard so I can be successful in college or at the job I chooseShare who agreed or strongly agreed70%70%409
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed63%63%413
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it17%15%414
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 it17%15%410
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it9%6%412
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 it10%6%411
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 it13%10%408
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed61%61%410
Students know how they are expected to actShare who agreed or strongly agreed51%54%413
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed73%69%409
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——321
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”66%72%413
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”68%73%410
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”65%72%409
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed46%57%410
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”42%48%407
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”38%44%406
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”50%54%406
I came to class preparedShare who answered “Often” or “Almost all the time”69%76%413
I remembered and followed directionsShare who answered “Often” or “Almost all the time”75%81%409
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”64%67%409
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%413
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”74%74%413
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”79%79%413

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

410 of 410 family surveys came back (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question82%LAUSD high 81% · 389 answered
Belonging · average of 4 questions87%LAUSD high 87% · 387–410 answered each
Caring adults · average of 2 questions88%LAUSD high 86% · 395–396 answered each
Engagement · average of 3 questions80%LAUSD high 83% · 396–409 answered each
High expectations · average of 2 questions91%LAUSD high 89% · 377–378 answered each
Bullying reports taken seriously · 1 question82%LAUSD high 78% · 394 answered
All 40 family questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed82%81%389
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed87%87%398
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed89%88%391
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed87%86%387
I feel welcome to participate at this schoolShare who agreed or strongly agreed86%87%410
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed88%85%396
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed89%86%395
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed83%86%407
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed82%83%409
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed75%80%396
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed89%87%378
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed93%90%377
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed82%78%394
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed83%84%397
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed84%83%397
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed86%84%397
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed80%82%394
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed86%85%395
This school encourages my child to explore different career choicesShare who agreed or strongly agreed86%84%408
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed83%81%375
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed86%86%378
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed83%85%144
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed81%85%145
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed85%84%408
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed88%86%408
This school provides high quality instruction to my childShare who agreed or strongly agreed86%86%407
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed87%86%408
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed74%80%392
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed88%88%398
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed77%84%394
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed89%89%408
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed88%83%378
This school provides information on grade level requirements for my childShare who agreed or strongly agreed87%87%386
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed80%83%385
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed79%82%397
This school offers extra academic support for my childShare who agreed or strongly agreed89%86%408
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed77%78%381
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed84%80%370
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed91%89%393
Discipline is fair at this schoolShare who agreed or strongly agreed77%77%395

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

44 of 44 staff answered (100%), 23 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%LAUSD high 93% · 44 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions92%LAUSD high 83% · 43–44 answered each
High expectations · average of 2 questions95%LAUSD high 90% · 42 answered
Bullying called a mild or insignificant problem · 1 question80%LAUSD high 81% · 44 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 answers100%93%44
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed91%77%44
Adults at this school treat all students with respectShare who agreed or strongly agreed93%88%43
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed90%88%42
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed100%92%42
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem80%81%44
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed50%78%44
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed86%82%44
I get the help I need to communicate with parentsShare who agreed or strongly agreed66%77%44
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed91%92%44
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers56%84%43
At this school, parents treat me with respect.Share who agreed or strongly agreed82%84%44
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed73%77%44
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed82%71%44
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”96%84%44
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”80%73%44
Students treat adults at this school with respectShare who agreed or strongly agreed74%78%43
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed81%71%43
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed64%66%42
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem77%87%44
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed83%81%23
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed83%81%23
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 agreed100%87%23
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—68%7
During the past year, how often did you communicate each individual English Learner’s progress towards reclassification as Fluent English Proficient (RFEP) to parents or students?* (teachers)The survey file we hold gives no share for this question, so none is shown——23
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed61%50%23
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed65%60%23
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed70%65%23
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed86%76%22
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”4%17%23
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”13%28%23
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”9%35%22
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”26%27%23
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”22%40%23
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed87%76%23
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 agreed87%76%23
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed91%92%23
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed91%91%23
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed61%61%23
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed61%60%23
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed48%57%23
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed65%60%23
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed78%67%23
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 agreed74%68%23
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed44%62%23
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed74%86%23

“—” 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 Performing Arts Community at Diego Rivera Learning Complex works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Performing Arts Community at Diego Rivera Learning Complex as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

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

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

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

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

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

Every learner

How do kids like mine do here?

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

Student groups, grade 11, spring 2026

36% of low-income students scored Proficient or Advanced in English and 13% in math (grade 11, spring 2026), against 49% and 23% for the same group across California. Hispanic or Latino students scored well below the same group across California in English.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grade 11; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Performing Arts Community at Diego Rivera Learning ComplexSame group, California
  • Low-incomeEnglish · 96 tested36%Same group, California 49%
  • Low-incomeMath · 97 tested13%Same group, California 23%
  • Hispanic or LatinoEnglish · 91 tested37%Same group, California 49%
  • Hispanic or LatinoMath · 92 tested13%Same group, California 21%

Proficient or Advanced, grade 11, spring 2026.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 93%2. Black or African American: 5%Unallocated share: 2%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino93%
  2. Black or African American5%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share2%
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?

60% 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 · 30 of 50 English learners60%
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?

98%of students qualified for free or reduced-price meals in 2024–25, 483 of 494. California: 63%.

25teachers, 2024–25

6 yearsaverage experience, 2024–25

8%in their first year, 2024–25

86%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 96 tested in English, 97 in math
English36%−1854%−1349%
Math13%−1326%−1023%
Hispanic or Latino · 91 tested in English, 92 in math
English37%−1653%−1249%
Math13%−1225%−821%

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 Latino93%
Black or African American5%
White—
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

Data source: California Department of Education chronic-absence file, 2025–26. Shares are of the students the file counts for attendance (CDE’s “eligible enrollment”); unavailable categories are shown as a dash.

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 86% of teaching positions, 21.1 properly credentialed teaching-position FTE out of 24.4 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into Performing Arts Community at Diego Rivera Learning Complex, and how do I get in?

From parts of Mary McLeod Bethune Middle, Thomas A. Edison Middle, Charles Drew Middle, Los Angeles Academy Middle and Bret Harte Preparatory Middle.

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

Middle · part of its area
Mary McLeod Bethune Middle 34th · Developing · 2026

Fed by 11 elementary schools

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

Fed by 7 elementary schools

Middle · part of its area
Charles Drew Middle 18th · Needs Support · 2026

Fed by 8 elementary schools

Middle · part of its area
Los Angeles Academy Middle 44th · Developing · 2026

Fed by 3 elementary schools

Middle · part of its area
Bret Harte Preparatory Middle 48th · Developing · 2026

Fed by 2 elementary schools

High · this school
Performing Arts Community at Diego Rivera Learning Complex

8 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. Public Service Community at Diego Rivera Learning Complex (50th percentile, Solid, among high schools, 2025), Communication and Technology at Diego Rivera Learning Complex (51st percentile, Solid, among high schools, 2025) and Diego Rivera Learning Complex Green Design STEAM Academy (38th percentile, Developing, among high schools, 2025) have the same street address in the state’s school directory.

All feeding elementary schools (31)Grouped by the middle school each one feeds, with each school’s standing

Into Mary McLeod Bethune Middle

Into Thomas A. Edison Middle

Into Charles Drew Middle

Into Los Angeles Academy Middle

Into Bret Harte Preparatory Middle

Reaching this zone only at its edges

All recorded links and nearby alternatives

Elementary links

Middle-school links

  • Mary McLeod Bethune Middle

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

    34th percentile · Developing · middle · 2026

    96% of the zone’s children

  • Thomas A. Edison Middle

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

    37th percentile · Developing · middle · 2026

    75% of the zone’s children

  • Charles Drew Middle

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

    18th percentile · Needs Support · middle · 2026

    59% of the zone’s children

  • Los Angeles Academy Middle

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

    44th percentile · Developing · middle · 2026

    17% of the zone’s children

  • Bret Harte Preparatory Middle

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

    48th percentile · Developing · middle · 2026

    10% of the zone’s children

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

Ask Los Angeles Unified which school serves your address.

Applying to Performing Arts Community at Diego Rivera Learning Complex for 2027–28

  1. If Performing Arts Community at Diego Rivera Learning Complex 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: pacspride.org ↗Office: (323) 846-2136Administrator: Leyanna Richard-Bond

Location and visiting

Get directions  (opens Google Maps in a new tab)
6100 South Central Avenue, Los Angeles 90001

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

Questions for your visit

  1. Do families get each child’s absence count during the year, and what happens once a child starts missing school? 40 in 100 chronically absent, 2025–26 (183 of 459 students); average California high school: 22 in 100
  2. How does the school check what’s working in English? English: 41% in 2025 to 36% in 2026 here; California: 57% to 57%
  3. How does the school help students who don’t go to college plan what comes next?
  4. When a student is suspended, what happens before and after, and who talks with the family?
  5. Does the school share its survey results with families, and what has it changed because of them?
  6. When a bullying report comes in, who handles it, and how is the family told? 13% (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%

Office (323) 846-21366100 South Central Avenue, 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 #1,217 of 1,498 California high schools we score · #164 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate88%5225%
Exceeded standardaverage of English and math8%4222%
Ready for college or career (state measure)52%5520%
Met or exceededaverage of English and math27%4318%
Chronically absent42 in 100415%
Suspension rate0 of 538655%
English learners: top level11%425%

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

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

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

Scope Score

School yearScope ScorePercentileRankComparison group
2024–254518#1217California 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
2018–1932 in 1000.2% (1 of 585)
2021–22not on filenot on file
2022–23not on filenot on file
2023–2441 in 1000 of 546
2024–2542 in 1000 of 538

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 119713%23%31%33%36%57%−21

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

Math · 2025–26 results by grade

Share of students tested, spring 2026
MathTestedAdvancedProficientDeveloping levelMinimalProficient or AdvancedCaliforniaDifference
Grade 11985%8%20%67%13%32%−19

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 · English9713%36%
2026 · Math985%13%
2025 · English11814%41%
2025 · Math1222%13%
2024 · English12215%36%
2024 · Math1225%14%
2023 · English8915%44%
2023 · Math892%11%
2022 · English1164%32%
2022 · Math1140%4%
2019 · English10413%42%
2019 · Math1035%18%
2018 · English12911%40%
2018 · Math1292%13%
2017 · English1198%40%
2017 · Math1180%8%

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 · English11841%
2025 · Grade 11 · Math12213%
2024 · Grade 11 · English12236%
2024 · Grade 11 · Math12214%
2023 · Grade 11 · English8944%
2023 · Grade 11 · Math8911%
2022 · Grade 11 · English11632%
2022 · Grade 11 · Math1144%
2019 · Grade 11 · English10442%
2019 · Grade 11 · Math10318%
2018 · Grade 11 · English12940%
2018 · Grade 11 · Math12913%
2017 · Grade 11 · English11940%
2017 · Grade 11 · Math1188%

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
Schoolwide980%14%73%12%

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-income9636%−18−13
Hispanic or Latino9137%−16−12
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 · 42 in 100 → 2025–26 · 40 in 100 · −2 in 100
Suspension rate2024–25 · 0 of 538 → 2025–26 · 0 of 493 · 0.0 percentage points
Group2018–192025–26Change
Female35 in 10046 in 100+11 in 100
Male27 in 10032 in 100+5 in 100
Black or African American55 in 10056 in 100+1 in 100
Hispanic or Latino29 in 10039 in 100+10 in 100
Students with disabilities44 in 10035 in 100−9 in 100
English learners35 in 10043 in 100+8 in 100
Homeless44 in 10040 in 100−4 in 100
Low-income31 in 10040 in 100+9 in 100
All students32 in 10040 in 100+8 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 52% · numerator 67 students classified Prepared · denominator 130 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 51% · AP-pathway numerator 34 · 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 130 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
88%
AP route, among those ready for college or career
51%
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)
75%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
48%

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 California33%
California State University2423%
California community college1615%
In-state private44%
Out-of-state, 4-year33%
Out-of-state, 2-year00%
Not enrolled5452%

104 students who finished high school, class of 2023 · state-reported college-going rate 48% · % 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$1,456 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 494

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 494

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 holders8.1%

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 90001 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90001 area
MeasureEstimate
Median household income$60,767
Bachelor's degree or higher (adults 25+)7%
ZIP-area population56,189
Median age32.5 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 90001 →

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