Public school with a magnet program · Los Angeles Unified · San Pedro, California

San Pedro Senior High — Rating & test scores

San Pedro · 9–12 · 2,398 students (2024–25)

Missed LAUSD Choices? Late applications open , and join the end of the waitlist.

Applying for 2027–28. From LAUSD’s Choices brochure ↗.

How to apply ↓

69thpercentileSolid

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
63

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, 95% of the class graduated in four years (543 of 573); across California, 89%.

Source
Source
CDE four-year adjusted cohort graduation rate (ACGR), 2024–25
Students
students who started 9th grade together: 573
Comparison
California: graduates divided by students who started 9th grade together, across 2,281 public schools’ rows (our combination, not CDE’s published state rate; 432,702 of 487,177).
How to enroll
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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County. 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.

33% of the 67 English learners tested here reached the top level of the state’s English test in 2025–26, against 18% at the average California high school.

Sources
The sentence above
CDE ELPAC Summative, Overall Performance Level 4, 2025–26. English learners who took the summative ELPAC: 67. The California figure is an average of school rates (1,306 scored California high schools), our calculation.

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. Evidence ↓

Is San Pedro Senior High a good high school?

San Pedro Senior High scores higher than 69 in 100 of California’s 1,498 scored public high schools: 69th percentile, Solid, spring 2025. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 24 in 100 students missed 10% or more of school days, against 28 in 100 at the average Los Angeles Unified high school. 0.0% of students (1 of 2,433) were suspended at least once in 2025–26, against 2.9% at the average California high school. Evidence ↓

More questions (6)

How does math compare with English?

In grade 11, spring 2026, math trails English by 30 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, 59% of low-income students in grade 11 at San Pedro Senior High scored Proficient or Advanced in English, against 49% for the same group across California. Evidence ↓

What do families and students say?

86% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD high schools 81%, 623 answered).

  • 69% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD high schools 65%, 2,132 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

Evidence ↓

What could my child study here?

The College Board approved this school to teach 26 AP courses in 7 subjects for 2025–26.

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

Evidence ↓

Where do students go after finishing high school here?

64% of the class of 2023 enrolled in college within 12 months, by CDE’s college-going records. Evidence ↓

What should I ask on a visit?

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

Academic achievement

How did students here do on state tests?

Above California in English; near it in math.

State tests (CAASPP), grade 11, spring 2026

In grade 11, spring 2026, 64% scored Proficient or Advanced in English and 34% 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: 466 in English, 471 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 · 466 tested

Advanced
29%
Proficient
35%
Below the standard
36%
This school64%
California57%
Los Angeles Unified59%

64% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 471 tested

Advanced
13%
Proficient
21%
Below the standard
66%
This school34%
California32%
Los Angeles Unified31%

34% 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 30 percentage points in the share who scored Proficient or Advanced, against 25 points across California. The grade 11 cards above give each subject’s share.

Have results changed?

English results were similar to 2025; math results were higher. English stayed at 64% and math went from 29% to 34%.

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

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grade 11 · This school29%35%25%11%466
English, grade 11 · California27%30%21%22%414,559
English, grade 11 · Los Angeles Unified26%33%21%20%34,143
Math, grade 11 · This school13%21%24%42%471
Math, grade 11 · California16%16%20%48%413,523
Math, grade 11 · Los Angeles Unified14%17%22%47%34,113

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

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

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202664%57%
Math top two levels, grade 11
This schoolCalifornia
0%50%100%20172022202634%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 66% in 2017 to 64% in 2026, with 2025 and 2026 about the same. In math, it went from 25% in 2017 to 34% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
YearThis schoolCalifornia
201766%
537 tested
60%
444,040 tested
201854%
461 tested
56%
439,134 tested
201955%
485 tested
57%
439,947 tested
202242%
557 tested
55%
427,007 tested
202350%
596 tested
55%
442,128 tested
202459%
531 tested
56%
435,296 tested
202564%
487 tested
57%
432,651 tested
202664%
466 tested
57%
414,559 tested
Math · top two levels · grade 11
YearThis schoolCalifornia
201725%
539 tested
32%
442,457 tested
201824%
457 tested
31%
437,883 tested
201929%
487 tested
32%
438,107 tested
202217%
560 tested
27%
424,390 tested
202318%
594 tested
27%
440,912 tested
202426%
534 tested
28%
434,711 tested
202529%
490 tested
30%
431,903 tested
202634%
471 tested
32%
413,523 tested

What you can do

Who can act on San Pedro Senior High’s results?

Los Angeles Unified’s board decides San Pedro Senior High’s plan.

The state hasn’t placed San Pedro Senior High 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?

95% of students graduated in four years in 2024–25.

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

That compares with 89% across California. 71% were ready for college or career (state measure) in 2024–25. 64% of the class of 2023 enrolled in college within 12 months.

Preparation · each measure describes a different student group

Graduated in four years

95%

Across California: 89%

2024–25 · 543 of 573 students who started 9th grade together

Ready for college or career (state measure)

71%

Across California: 52%

2024–25 · 406 of 573 students in the state’s measure

Finished the UC/CSU course list

75%

Average California high school: 56%

2024–25 · 405 of 543 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

64% enrolled in college within 12 months · 579 students who finished high school

  • University of California UC detail ↓46 · 8%
  • California State University CSU detail ↓107 · 19%
  • California community college176 · 30%
  • In-state private5 · 1%
  • Out-of-state, 4-year31 · 5%
  • Out-of-state, 2-year3 · 1%
  • Not enrolled211 · 36%

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

What could my child study here?

AP courses the school is approved to teach

The College Board approved this school to teach 26 AP courses in 7 subjects for 2025–26.

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

  • Math & Computer Science4
  • Sciences5
  • English2
  • History & Social Science6
  • World Languages & Cultures3
  • Arts4
  • AP Capstone2
Every approved AP course26 courses in 7 subjects
Math & Computer Science 4
  • Calculus AB
  • Computer Science Principles
  • Precalculus
  • Statistics
Sciences 5
  • Biology
  • Chemistry
  • Environmental Science
  • Physics 1
  • Physics C: Mechanics
English 2
  • English Language and Composition
  • English Literature and Composition
History & Social Science 6
  • African American Studies
  • Human Geography
  • Psychology
  • U.S. Government and Politics
  • United States History
  • World History: Modern
World Languages & Cultures 3
  • Italian Language and Culture
  • Spanish Language and Culture
  • Spanish Literature and Culture
Arts 4
  • 2-D Art and Design
  • 3-D Art and Design
  • Art History
  • Drawing
AP Capstone 2
  • Research
  • Seminar

What other courses and pathways are on record?

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

2023–24

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

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

Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 543 of 573 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 · 406 of 573 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 · 405 of 543 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.
A closer look: UC and CSU admission recordsApplied, admitted and enrolled, from each university system’s own records

UC’s own records

University of California

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

Applied
144
Admitted
101
Enrolled
40

By campus · fall 2025

  • UCLAApplied 112 · Admitted 9 · Enrolled 6
  • UC IrvineApplied 107 · Admitted 17 · Enrolled 3
  • UC Santa BarbaraApplied 88 · Admitted 24 · Enrolled 4
  • UC San DiegoApplied 72 · Admitted 25 · Enrolled 3
  • UC BerkeleyApplied 59 · Admitted 10 · Enrolled 7
  • UC RiversideApplied 55 · Admitted 49 · Enrolled 6
  • UC DavisApplied 48 · Admitted 18 · Enrolled 7
  • UC Santa CruzApplied 43 · Admitted 32 · Enrolled 4
  • UC MercedApplied 32 · Admitted 30 · Enrolled under 3

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

Each fall since 2016

  • Fall 2025Applied 144 · Admitted 101 · Enrolled 40
  • Fall 2024Applied 148 · Admitted 90 · Enrolled 48
  • Fall 2023Applied 159 · Admitted 93 · Enrolled 48
  • Fall 2022Applied 139 · Admitted 87 · Enrolled 36
  • Fall 2021Applied 146 · Admitted 102 · Enrolled 40
  • Fall 2020Applied 93 · Admitted 63 · Enrolled 37
  • Fall 2019Applied 90 · Admitted 46 · Enrolled 26
  • Fall 2018Applied 122 · Admitted 68 · Enrolled 31
  • Fall 2017Applied 121 · Admitted 57 · Enrolled 33
  • Fall 2016Applied 104 · Admitted 80 · Enrolled 52

CSU’s own records

California State University

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

Applied
258
Admitted
250
Enrolled
87

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 Long BeachApplied 909 · Admitted 502 · Enrolled 199
  • Cal State Dominguez HillsApplied 537 · Admitted 500 · Enrolled 79
  • San Diego StateApplied 524 · Admitted 126 · Enrolled 16
  • Cal State FullertonApplied 406 · Admitted 311 · Enrolled 25
  • Cal Poly San Luis ObispoApplied 312 · Admitted 55 · Enrolled 12
  • Cal Poly PomonaApplied 302 · Admitted 205 · Enrolled 22
  • Cal State NorthridgeApplied 259 · Admitted 253 · Enrolled 38
  • Cal State LAApplied 240 · Admitted 222 · Enrolled 9
  • San José StateApplied 159 · Admitted 134 · Enrolled 8
  • Cal Poly HumboldtApplied 152 · Admitted 134 · Enrolled 9
  • Chico StateApplied 149 · Admitted 138 · Enrolled 10
  • San Francisco StateApplied 126 · Admitted 118 · Enrolled 7
  • CSU Channel IslandsApplied 86 · Admitted 78 · Enrolled 7
  • Cal State San MarcosApplied 77 · Admitted 73 · Enrolled 7
  • Sacramento StateApplied 69 · Admitted 63 · Enrolled under 6
  • Cal State Monterey BayApplied 67 · Admitted 64 · Enrolled 7
  • CSU BakersfieldApplied 65 · Admitted 54 · Enrolled under 6
  • Fresno StateApplied 48 · Admitted 46 · Enrolled under 6
  • Cal State East BayApplied 47 · Admitted 42 · Enrolled under 6
  • Sonoma StateApplied 42 · Admitted 40 · Enrolled under 6
  • Cal State San BernardinoApplied 41 · Admitted 38 · Enrolled under 6
  • Cal Poly Maritime AcademyApplied 23 · Admitted 21 · Enrolled under 6
  • Stanislaus StateApplied 14 · Admitted 13 · Enrolled —

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 258 · Admitted 250 · Enrolled 87
  • Fall 2024Applied 269 · Admitted 260 · Enrolled 82
  • Fall 2023Applied 256 · Admitted 246 · Enrolled 115
  • Fall 2022Applied 214 · Admitted 206 · Enrolled 93
  • Fall 2021Applied 220 · Admitted 197 · Enrolled 94

How often do students miss school or get suspended?

24 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. 0.0% of students were suspended at least once in 2025–26, against 2.9% at the average California high school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 564 of 2,378 students counted for it; suspension: 1 of 2,433 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

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

564 of 2,378 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.0%

of students were suspended at least once (1 of 2,433). Average California high school 2.9%.

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

What people say

What do students, families and staff say?

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

LAUSD School Experience Survey, 2025–26

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

Students

2,132 of 2,187 students answered (98%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question69%LAUSD high 65% · 2,132 answered
Belonging · average of 6 questions60%LAUSD high 61% · 2,064–2,114 answered each
Caring adults · average of 8 questions61%LAUSD high 61% · 2,039–2,126 answered each
Engagement · average of 6 questions61%LAUSD high 61% · 2,049–2,080 answered each
High expectations · average of 3 questions67%LAUSD high 68% · 2,041–2,073 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions12%LAUSD high 10% · 2,091–2,102 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 agreed69%65%2,132
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed64%65%2,064
I am happy to be at this schoolShare who agreed or strongly agreed65%64%2,114
I feel like I am part of this schoolShare who agreed or strongly agreed59%59%2,104
I feel accepted for who I am at this schoolShare who agreed or strongly agreed66%66%2,099
Most kids at this school are kind to each otherShare who agreed or strongly agreed44%46%2,112
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed64%63%2,100
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed61%62%2,068
The teachers at this school treat students fairlyShare who agreed or strongly agreed58%60%2,096
Teachers care if I'm absent from schoolShare who agreed or strongly agreed53%54%2,092
Adults at this school treat all students with respectShare who agreed or strongly agreed56%59%2,126
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed62%59%2,057
There is at least one adult at my school who supports meShare who agreed or strongly agreed72%68%2,052
Teachers at my school know meShare who agreed or strongly agreed62%61%2,039
If I told a teacher or other adult at this school that another student was bullying me, he or she would try to help meShare who agreed or strongly agreed67%66%2,110
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed75%73%2,068
My teachers make learning funShare who agreed or strongly agreed46%48%2,049
Students have a voice in decision making at this schoolShare who agreed or strongly agreed49%53%2,080
Teachers encourage students to make decisionsShare who agreed or strongly agreed63%64%2,065
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 agreed78%74%2,068
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 agreed56%53%2,075
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed68%71%2,073
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 agreed73%70%2,060
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed61%63%2,041
Bullied 2 or more times in the past 30 days
Had mean rumors or lies spread about you?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it16%15%2,102
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 it18%15%2,093
Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around?Share who said it happened to them 2 or more times in the past 30 days; a lower share means fewer reported it6%6%2,098
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 it6%6%2,091
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 it12%10%2,091
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed60%61%2,065
Students know how they are expected to actShare who agreed or strongly agreed54%54%2,093
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed66%69%2,095
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——1,665
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”74%72%2,068
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”76%73%2,066
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”73%72%2,067
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed70%57%2,114
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”47%48%2,049
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”43%44%2,047
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”55%54%2,043
I came to class preparedShare who answered “Often” or “Almost all the time”80%76%2,080
I remembered and followed directionsShare who answered “Often” or “Almost all the time”84%81%2,074
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”69%67%2,076
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”70%69%2,097
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”74%74%2,096
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”81%79%2,097

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

646 of 2,009 family surveys came back (32%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question86%LAUSD high 81% · 623 answered
Belonging · average of 4 questions87%LAUSD high 87% · 607–644 answered each
Caring adults · average of 2 questions86%LAUSD high 86% · 629–630 answered each
Engagement · average of 3 questions82%LAUSD high 83% · 634–639 answered each
High expectations · average of 2 questions89%LAUSD high 89% · 602–604 answered each
Bullying reports taken seriously · 1 question75%LAUSD high 78% · 625 answered
All 40 family questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed86%81%623
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed89%87%633
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed89%88%631
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed86%86%607
I feel welcome to participate at this schoolShare who agreed or strongly agreed86%87%644
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed86%85%629
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed87%86%630
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed88%86%634
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed81%83%639
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed76%80%634
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed85%87%604
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed92%90%602
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed75%78%625
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed84%84%632
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed85%83%630
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed83%84%627
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%625
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed86%85%626
This school encourages my child to explore different career choicesShare who agreed or strongly agreed84%84%639
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed81%81%585
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed87%86%604
School staff help me understand how to apply for financial aid for collegeShare who agreed or strongly agreed85%85%130
School staff help me understand how to help my child apply for collegeShare who agreed or strongly agreed85%85%129
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed84%84%636
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed89%86%639
This school provides high quality instruction to my childShare who agreed or strongly agreed90%86%638
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed89%86%641
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed83%80%625
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed92%88%633
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed90%84%627
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed90%89%638
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed75%83%436
This school provides information on grade level requirements for my childShare who agreed or strongly agreed88%87%622
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed79%83%608
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed79%82%629
This school offers extra academic support for my childShare who agreed or strongly agreed90%86%639
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed73%78%539
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed76%80%451
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed89%89%622
Discipline is fair at this schoolShare who agreed or strongly agreed76%77%628

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

206 of 231 staff answered (89%), 122 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question98%LAUSD high 93% · 192 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions83%LAUSD high 83% · 194–202 answered each
High expectations · average of 2 questions90%LAUSD high 90% · 195–196 answered each
Bullying called a mild or insignificant problem · 1 question78%LAUSD high 81% · 193 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD high schools
QuestionHereLAUSD high schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers98%93%192
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed79%77%202
Adults at this school treat all students with respectShare who agreed or strongly agreed88%88%194
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed88%88%196
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed92%92%195
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem78%81%193
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed79%78%199
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed90%82%200
I get the help I need to communicate with parentsShare who agreed or strongly agreed83%77%198
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed90%92%196
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers97%84%193
At this school, parents treat me with respect.Share who agreed or strongly agreed80%84%202
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed84%77%203
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed78%71%201
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”86%84%196
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”76%73%195
Students treat adults at this school with respectShare who agreed or strongly agreed77%78%193
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed61%71%192
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed61%66%191
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem90%87%193
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed86%81%109
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed78%81%109
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 agreed86%87%109
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed60%68%40
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——70
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed39%50%67
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed54%60%67
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed60%65%67
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed68%76%66
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”20%17%113
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”23%28%113
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”32%35%112
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”23%27%112
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”35%40%112
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed74%76%116
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 agreed75%76%116
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed92%92%116
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed88%91%116
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed49%61%116
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed47%60%116
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed45%57%116
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed50%60%116
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed60%67%116
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 agreed60%68%115
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed53%62%116
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed90%86%116

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 San Pedro Senior High works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about San Pedro Senior High 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?

Black or African American and low-income students here scored well above the same groups across California in English.

Student groups, grade 11, spring 2026

Both groups score below California’s rate for all students statewide. 76% of Black or African American students scored Proficient or Advanced in English (grade 11, spring 2026), against 42% for the same group across California. Low-income students: 59% in English, against 49% for the same group across California. Every group’s math results are in the table below.

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).
San Pedro Senior HighSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Black or African American46 testedAhead of the same group across California, where that group scores below California’s rate for all students: 76%Same group, California 42%
  • White70 tested70%Same group, California 68%
  • Low-income363 testedAhead of the same group across California, where that group scores below California’s rate for all students: 59%Same group, California 49%
  • Hispanic or Latino301 tested58%Same group, California 49%
  • Students with disabilities51 tested29%Same group, California 19%

Proficient or Advanced, grade 11 English, spring 2026. In math the same groups run from 8% to 49%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 70%2. White: 13%3. Black or African American: 9%4. Two or more races: 3%5. Asian: 2%6. Filipino: 2%7. Not reported: <1%8. Pacific Islander: <1%Unallocated share: <1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino70%
  2. White13%
  3. Black or African American9%
  4. Two or more races3%
  5. Asian2%
  6. Filipino2%
  7. Not reported<1%
  8. Pacific Islander<1%
  9. American Indian or Alaska Native—
  10. Unallocated share<1%
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. “Not reported” is different: it is a category in the state’s own count of students. Source and comparisons: the full student mix below.

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

58% of English learners here moved up at least one level on the state’s English test (ELPAC), or stayed at the top, spring 2025 to spring 2026.

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

This school · 35 of 60 English learners58%
Los Angeles Unified · 24,781 of 47,33052%
California · 355,274 of 748,91647%

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

Who are the families and teachers?

77%of students qualified for free or reduced-price meals in 2024–25, 1,850 of 2,398. California: 63%.

119teachers, 2024–25

15 yearsaverage experience, 2024–25

3%in their first year, 2024–25

88%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school keep Black or African American and low-income students on track as they move up through the grades?

All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 363 tested in English, 367 in math
English59%+554%+1049%
Math32%+626%+923%
Hispanic or Latino · 301 tested in English, 303 in math
English58%+553%+949%
Math25%025%+421%
White · 70 tested in English, 72 in math
English70%070%+268%
Math49%+247%+544%
Black or African American · 46 tested
English76%+2749%+3442%
Math39%+1425%+2019%
Students with disabilities · 51 tested in English, 52 in math
English29%+623%+1019%
Math8%−210%08%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California. ■ Green: a group that is behind across California does much better here, by 10 points or more and more than twice the margin of error.

Filipino students, students of two or more races and English learners: fewer than 30 tested here. No published rate here for Asian, American Indian or Alaska Native, Pacific Islander, homeless and military-family students 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 Latino70%
White13%
Black or African American9%
Two or more races3%
Asian2%
Filipino2%
Not reported<1%
Pacific Islander<1%
American Indian or Alaska Native—

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: 88% of teaching positions, 105.1 properly credentialed teaching-position FTE out of 119.5 total position FTE. This measures positions, not individual teachers.

Next steps

Which schools feed into San Pedro Senior High, and how do I get in?

From Richard Henry Dana Middle and parts of Rudecinda Sepulveda Dodson Middle.

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

Middle · assigned
Richard Henry Dana Middle 48th · Developing · 2026

Fed by 7 elementary schools

Middle · part of its area
Rudecinda Sepulveda Dodson Middle 90th · Strong · 2026

Split: some of its area goes to another high school

Fed by 4 elementary schools

High · this school
San Pedro Senior High

From the district’s 2026 attendance boundaries, plus nearby estimates. 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

All feeding elementary schools (10)Grouped by the middle school each one feeds, with each school’s standing

Into Richard Henry Dana Middle

Into Rudecinda Sepulveda Dodson Middle

All recorded links and nearby alternatives

Elementary links

Middle-school links

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

Ask Los Angeles Unified which school serves your address.

Applying to San Pedro Senior High for 2027–28

  1. If San Pedro Senior High serves your address, you register there without applying. 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 ↗

  3. 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.

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

    LAUSD Choices brochure ↗

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

How Choices, lotteries and waitlists work

School website: sanpedrohs.lausd.org ↗Office: (310) 241-5800Administrator: Raymond Aubele
1610 South Leland Street, San Pedro 90731

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

Questions for your visit

  1. What extra help do students who are behind get, and how do you know it’s working? 66% in math scored at the Developing or Minimal level, grade 11, spring 2026 (471 students tested); California: 68%
  2. How does the school help students who don’t go to college plan what comes next?
  3. When a child starts missing school, who calls the family, and how soon?
  4. Does the school share its survey results with families, and what has it changed because of them?
  5. When a bullying report comes in, who handles it, and how is the family told? 12% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD high schools: 10%
  6. Which courses and career pathways does the school run, and who can enroll?

Office (310) 241-58001610 South Leland Street, directions  (opens Google Maps in a new tab)

Nearby high schoolsClosest first, by straight-line distance

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

Nearby high schoolsPercentile among California high schools, 2025

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

Source records

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

Score factorssource values, index and weights · 2024–25 · ranked #463 of 1,498 California high schools we score · #60 of 191 in Los Angeles Unified
Score factors, 2024–25
FactorSchoolIndexWeight
Graduation rate95%5925%
Exceeded standardaverage of English and math20%5422%
Ready for college or career (state measure)71%6720%
Met or exceededaverage of English and math46%5818%
Chronically absent25 in 100545%
Suspension rate0 of 2,528665%
English learners: top level30%735%

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

School pattern · 2024–25 · What patterns mean

On the riseThe share of students at the state’s top two levels rose in both English and math across the three springs to 2025. The Every tested year record gives each year.
Scope Score by year2018–19 to 2024–25 · each year’s inputs, and the score for each year we could verify

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

Scope Score

School yearScope ScorePercentileRankComparison group
2024–256369#463California 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
2018–1919 in 1000.2% (4 of 2,532)
2021–22not on filenot on file
2022–23not on filenot on file
2023–2425 in 1000 of 2,612
2024–2525 in 1000 of 2,528

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 1146629%35%25%11%64%57%+7

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 1147113%21%24%42%34%32%+2

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 · English46629%64%
2026 · Math47113%34%
2025 · English48729%64%
2025 · Math49010%29%
2024 · English53127%59%
2024 · Math5348%26%
2023 · English59621%50%
2023 · Math5946%18%
2022 · English55717%42%
2022 · Math5607%17%
2019 · English48526%55%
2019 · Math48710%29%
2018 · English46122%54%
2018 · Math4576%24%
2017 · English53728%66%
2017 · Math5397%25%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 11 · English48764%
2025 · Grade 11 · Math49029%
2024 · Grade 11 · English53159%
2024 · Grade 11 · Math53426%
2023 · Grade 11 · English59650%
2023 · Grade 11 · Math59418%
2022 · Grade 11 · English55742%
2022 · Grade 11 · Math56017%
2019 · Grade 11 · English48555%
2019 · Grade 11 · Math48729%
2018 · Grade 11 · English46154%
2018 · Grade 11 · Math45724%
2017 · Grade 11 · English53766%
2017 · Grade 11 · Math53925%

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
Schoolwide4849%36%51%4%

CAST is tested in grades 5 and 8, then once in grade 10, 11, or 12. This row is the school's all-student aggregate. Not part of the Scope Score.

Student groups: test resultsEnglish · spring 2026 · against the same group in the district and California
Group · EnglishTestedProficient or Advancedvs districtvs California
Low-income36359%+5+10
Hispanic or Latino30158%+5+9
White7070%0+2
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 · 25 in 100 → 2025–26 · 24 in 100 · −1 in 100
Suspension rate2024–25 · 0 of 2,528 → 2025–26 · 0 of 2,433 · 0.0 percentage points
Group2018–192025–26Change
Female18 in 10025 in 100+7 in 100
Male20 in 10022 in 100+2 in 100
Asian18 in 10011 in 100−7 in 100
Black or African American21 in 10021 in 1000 in 100
Filipino6 in 1009 in 100+3 in 100
Hispanic or Latino20 in 10026 in 100+6 in 100
American Indian or Alaska Native20 in 100——
Pacific Islander40 in 10015 in 100−25 in 100
Two or more races21 in 10021 in 1000 in 100
White14 in 10019 in 100+5 in 100
Students with disabilities31 in 10030 in 100−1 in 100
English learners28 in 10043 in 100+15 in 100
Foster youth36 in 10041 in 100+5 in 100
Homeless32 in 10044 in 100+12 in 100
Low-income22 in 10027 in 100+5 in 100
All students19 in 10024 in 100+5 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 71% · numerator 406 students classified Prepared · denominator 573 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 59% · AP-pathway numerator 241 · denominator 406 (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 406 of 573 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
95%
AP route, among those ready for college or career
59%
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
64%

These source periods and populations differ: graduation uses an adjusted cohort, while A–G completion and college-going use separately reported groups. The rates are shown individually, without a shared performance tier.

UC admissions, universitywidefall 2016–2025 · applied, admitted, enrolled, mean GPA · summed across CEEB codes
YearAppliedAdmittedEnrolledMean GPA (applied)Mean GPA (admitted)Mean GPA (enrolled)
2025144101403.833.954.06
202414890483.864.044.15
202315993483.874.034.12
202213987363.894.014.10
2021146102403.813.974.02
20209363373.864.014.02
20199046263.724.044.06
201812268313.774.014.06
201712157333.704.024.05
201610480523.733.883.95

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

UC admissions by campuslatest falls on file · each campus counted separately
CampusYearAppliedAdmittedEnrolled
Berkeley202559107
Berkeley202474108
Berkeley20236897
Berkeley202265177
Berkeley202162195
Davis202548187
Davis202438194
Davis202351205
Davis202241164
Davis202150253
Irvine2025107173
Irvine202410010under 3
Irvine2023115177
Irvine202210315under 3
Irvine20218111under 3
Los Angeles202511296
Los Angeles202411486
Los Angeles202311866
Los Angeles202297117
Los Angeles2021102138
Merced20253230under 3
Merced2024109under 3
Merced20232320under 3
Merced20222219under 3
Merced202129274
Riverside202555496
Riverside202442307
Riverside202344336
Riverside202239266
Riverside202145323
San Diego202572253
San Diego202490184
San Diego202396184
San Diego20227319under 3
San Diego202182353
Santa Barbara202588244
Santa Barbara2024853713
Santa Barbara202387226
Santa Barbara202275174
Santa Barbara20217922under 3
Santa Cruz202543324
Santa Cruz202452344
Santa Cruz202374437
Santa Cruz202263323
Santa Cruz2021603811
Universitywide202514410140
Universitywide20241489048
Universitywide20231599348
Universitywide20221398736
Universitywide202114610240

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

AP course catalog2025–26 · College Board course authorizations
SubjectAuthorization recorded for
2-D Art and Designthis school
3-D Art and Designthis school
African American Studiesthis school
Art Historythis school
Biologythis school
Calculus ABthis school
Chemistrythis school
Computer Science Principlesthis school
Drawingthis school
English Language and Compositionthis school
English Literature and Compositionthis school
Environmental Sciencethis school
Human Geographythis school
Italian Language and Culturethis school
Physics 1this school
Physics C: Mechanicsthis school
Precalculusthis school
Psychologythis school
Researchthis school
Seminarthis school
Spanish Language and Culturethis school
Spanish Literature and Culturethis school
Statisticsthis school
U.S. Government and Politicsthis school
United States Historythis school
World History: Modernthis school

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

Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
MeasureThis school
AP offeredoffered
AP course count22
AP enrollment (male/female)777
IB participationnot reported
Dual enrollmentoffered · 76 enrolled
Algebra I in grade 8not reported
Calculus sections2
Physics sections8
Chemistry sections24
Reported male/female enrollment (CRDC)2,481

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

College destinationsclass of 2023 · state college-going records, 12 months after graduation
DestinationCompleters% (derived)
University of California468%
California State University10719%
California community college17630%
In-state private51%
Out-of-state, 4-year315%
Out-of-state, 2-year31%
Not enrolled21136%

579 students who finished high school, class of 2023 · state-reported college-going rate 64% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match — a different, older vintage than the fall 2025 UC admissions rows above.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,864 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 2,398

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 2,398

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 holders0.8%

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 90731 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90731 area
MeasureEstimate
Median household income$76,395
Bachelor's degree or higher (adults 25+)27%
ZIP-area population61,944
Median age38.6 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 90731 →

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

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Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Scope Score from 2024–25 results, compared across 1,498 high schools · attendance and suspensions by student group from 2018–19 and 2025–26 · district finance for the year each row names · Census survey (ACS) 2020–2024 · UC fall first-year source records — UC blanks counts under 5 applicants or 3 admits or enrollees; “+” marks a partial count; the all-campus total is reported separately · AP courses the College Board approved, 2025–26 (approved to teach, not enrollment) · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

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