Special education center · Los Angeles Unified · Los Angeles, California
Sophia T. Salvin Special Education Center
Los Angeles · K–10 · 92 students (2024–25)
A special education school: students are placed here through their IEP team, so we publish its results without a rating.
Campus map · © OpenStreetMap
Drawn from OpenStreetMap, with building heights from LA County. Volunteers map it, so a new building may be missing.
A picture of the campus, not an attendance boundary or a rating.
Schools maintain a closed campus policy. For students’ safety, visitors may enter a campus only with the school’s official permission; this drawing implies no permission to enter.
Common questions
How are students placed here?
Students are placed here by an IEP team, not by address and not by lottery. Confirm placement with Los Angeles Unified. Evidence ↓
How often do students miss school or get suspended?
54 in 100 students were chronically absent in 2025–26 (54 of 99), meaning they missed 10% or more of school days. 0 of 102 students were suspended at least once in 2025–26. Evidence ↓
How do I visit Sophia T. Salvin Special Education Center?
Call the office at (323) 731-0703 to ask about a visit. Questions to bring are under Next steps. Evidence ↓
What you can do
Who can act on Sophia T. Salvin Special Education Center’s results?
Los Angeles Unified’s board decides Sophia T. Salvin Special Education Center’s plan.
The state hasn’t placed Sophia T. Salvin Special Education Center in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source
Students at Sophia T. Salvin Special Education Center are placed here by an IEP team, not by address and not by lottery.
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 often do students miss school or get suspended?
54 in 100 students were chronically absent in 2025–26.
State attendance and suspension records, 2025–26
That means they missed 10% or more of school days. 0 of 102 students were suspended at least once in 2025–26.
Source
- Source
- CDE chronic absenteeism and suspension files, 2025–26
- Students
- chronic absence: 54 of 99 students counted for it; suspension: 0 of 102 students enrolled during the year
Chronically absent, 2025–26
54 of 99 students were chronically absent, meaning they missed 10% or more of school days.
Suspensions, 2025–26
0 of 102
students were suspended at least once.
Ask: How does the school bring back students who are missing school, and what has it changed?
Chronic absence by grade2025–26 · per 100 students, with counts
- Grades K–3: not in the records we hold
- Grades 4–6: 56 in 100, 15 of 27
- Grades 7–8: 69 in 100, 11 of 16
- Grades 9–10: 56 in 100, 10 of 18
What people say
What do students, families and staff say?
LAUSD School Experience Survey, 2025–26
Students
We don’t have student survey results for Sophia T. Salvin Special Education Center. Ask whether the school surveys its students, and what it learned from the answers.
Families
Fewer than 20 people answered each family question here, so those answers aren’t shown. Ask current families about communication, belonging and support when a child needs help.
Staff
Elementary grades
54 of 54 staff answered (100%), 13 of them teachers · share who agreed or strongly agreed, unless a row says otherwise
All 43 staff questionseach with its answer count
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the dayShare giving one of the two most positive answers | 96% | 51 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed | 98% | 54 |
| Adults at this school treat all students with respectShare who agreed or strongly agreed | 98% | 51 |
| High expectations | ||
| This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed | 96% | 47 |
| This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed | 98% | 51 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among studentsShare who called it a mild or insignificant problem | 98% | 53 |
| Other questions | ||
| I have the materials I need to do my job wellShare who agreed or strongly agreed | 81% | 53 |
| Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed | 87% | 53 |
| I get the help I need to communicate with parentsShare who agreed or strongly agreed | 86% | 52 |
| The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed | 98% | 53 |
| I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers | 76% | 50 |
| At this school, parents treat me with respect.Share who agreed or strongly agreed | 81% | 52 |
| This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed | 88% | 52 |
| This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed | 86% | 52 |
| How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults” | 92% | 53 |
| How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults” | 77% | 53 |
| Students treat adults at this school with respectShare who agreed or strongly agreed | 89% | 46 |
| This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed | 94% | 47 |
| This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed | 92% | 47 |
| Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem | 98% | 52 |
| The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed | — | 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)Share who answered “Two times this year” or “Three or more times this year” | — | 10 |
| I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed | — | 10 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed | — | 10 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed | — | 10 |
| I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed | — | 7 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more” | — | 11 |
| 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” | — | 11 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed | — | 12 |
| 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 agreed | — | 12 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed | — | 12 |
| I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed | — | 11 |
| What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed | — | 12 |
| 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 agreed | — | 12 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed | — | 12 |
| I enjoy teaching at this school (teachers)Share who agreed or strongly agreed | — | 12 |
“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.
Middle grades
54 of 54 staff answered (100%), 13 of them teachers · share who agreed or strongly agreed, unless a row says otherwise
All 46 staff questionseach with its answer count
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the dayShare giving one of the two most positive answers | 96% | 51 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed | 98% | 54 |
| Adults at this school treat all students with respectShare who agreed or strongly agreed | 98% | 51 |
| High expectations | ||
| This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed | 96% | 47 |
| This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed | 98% | 51 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among studentsShare who called it a mild or insignificant problem | 98% | 53 |
| Other questions | ||
| I have the materials I need to do my job wellShare who agreed or strongly agreed | 81% | 53 |
| Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed | 87% | 53 |
| I get the help I need to communicate with parentsShare who agreed or strongly agreed | 86% | 52 |
| The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed | 98% | 53 |
| I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers | 76% | 50 |
| At this school, parents treat me with respect.Share who agreed or strongly agreed | 81% | 52 |
| This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed | 88% | 52 |
| This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed | 86% | 52 |
| How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults” | 92% | 53 |
| How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults” | 77% | 53 |
| Students treat adults at this school with respectShare who agreed or strongly agreed | 89% | 46 |
| This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed | 94% | 47 |
| This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed | 92% | 47 |
| Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem | 98% | 52 |
| The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed | — | 7 |
| Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed | — | 7 |
| 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 agreed | — | 7 |
| The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed | — | 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)Share who answered “Two times this year” or “Three or more times this year” | — | 10 |
| I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed | — | 10 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed | — | 10 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed | — | 10 |
| I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed | — | 7 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more” | — | 11 |
| 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” | — | 11 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed | — | 12 |
| 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 agreed | — | 12 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed | — | 12 |
| I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed | — | 11 |
| What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed | — | 12 |
| 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 agreed | — | 12 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed | — | 12 |
| I enjoy teaching at this school (teachers)Share who agreed or strongly agreed | — | 12 |
“—” beside fewer than 20 answers: too few people answered, so the share isn’t shown. Each share counts the answer its row names.
High school grades
54 of 54 staff answered (100%), 13 of them teachers · share who agreed or strongly agreed, unless a row says otherwise
All 46 staff questionseach with its answer count
| Question | Here | Answers |
|---|---|---|
| Safety | ||
| I feel safe on school grounds during the dayShare giving one of the two most positive answers | 96% | 51 |
| Caring adults | ||
| At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed | 98% | 54 |
| Adults at this school treat all students with respectShare who agreed or strongly agreed | 98% | 51 |
| High expectations | ||
| This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed | 96% | 47 |
| This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed | 98% | 51 |
| Bullying called a mild or insignificant problem | ||
| Harassment or bullying among studentsShare who called it a mild or insignificant problem | 98% | 53 |
| Other questions | ||
| I have the materials I need to do my job wellShare who agreed or strongly agreed | 81% | 53 |
| Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed | 87% | 53 |
| I get the help I need to communicate with parentsShare who agreed or strongly agreed | 86% | 52 |
| The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed | 98% | 53 |
| I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers | 76% | 50 |
| At this school, parents treat me with respect.Share who agreed or strongly agreed | 81% | 52 |
| This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed | 88% | 52 |
| This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed | 86% | 52 |
| How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults” | 92% | 53 |
| How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults” | 77% | 53 |
| Students treat adults at this school with respectShare who agreed or strongly agreed | 89% | 46 |
| This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed | 94% | 47 |
| This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed | 92% | 47 |
| Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem | 98% | 52 |
| The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed | — | 7 |
| Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed | — | 7 |
| 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 agreed | — | 7 |
| The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed | — | 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)Share who answered “Two times this year” or “Three or more times this year” | — | 10 |
| I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed | — | 10 |
| I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed | — | 10 |
| I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed | — | 10 |
| I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed | — | 7 |
| Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly” | — | 12 |
| Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more” | — | 11 |
| 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” | — | 11 |
| I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed | — | 12 |
| 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 agreed | — | 12 |
| I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed | — | 12 |
| I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed | — | 11 |
| What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed | — | 12 |
| The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed | — | 12 |
| 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 agreed | — | 12 |
| The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed | — | 12 |
| I enjoy teaching at this school (teachers)Share who agreed or strongly agreed | — | 12 |
“—” 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
Work here? Answer 8 questions about Sophia T. Salvin Special Education Center as a workplace, with your Los Angeles Unified work email.
Answer the staff questionsAsk: 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. LAUSD’s figures cover all its schools at each level, so they aren’t shown beside this school.
Fewer than 20 people answered each family question here, so those answers aren’t shown.
Each row shows the percentage its label describes. For a theme, such as one marked “average of 5 questions”, we average the percentages for its questions, the way LAUSD averages its own topics. Each lane lists every question with its own percentage.
Every learner
Who goes here?
Hispanic or Latino students are the largest group here: 78%.
Students, families and teachers
Who are the students?
2025–26 · students counted- Hispanic or Latino78%
- Black or African American15%
- White—
- Asian—
- Filipino—
- Two or more races—
- American Indian or Alaska Native—
- Pacific Islander—
- Not reported—
- Unallocated share7%
Who are the families and teachers?
95%of students qualified for free or reduced-price meals in 2024–25, 87 of 92.
12teachers, 2024–25
15 yearsaverage experience, 2024–25
17%in their first year, 2024–25
27%of teaching positions with proper credential and placement, 2021–22
Are English learners moving up on the state’s English test?
50% 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
Shown as reported, with no comparison. 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 ↗.
Ask: Which services and therapies does each student get during the school day, and who provides them?
Full student mix, comparisons and sources, 2025–26
| Students, 2025–26 | Here |
|---|---|
| Hispanic or Latino | 78% |
| Black or African American | 15% |
| 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: 27% of teaching positions, 3 properly credentialed teaching-position FTE out of 11.4 total position FTE (FTEs as rounded by the source; the share is CDE’s own). This measures positions, not individual teachers.
Next steps
How are students placed here?
Confirm placement with Los Angeles Unified.
Location and visiting
Get directions (opens Google Maps in a new tab)Directory location · Explore nearby schools on the map. Confirm placement with Los Angeles Unified.
Questions for your visit
- How does the school bring back students who are missing school, and what has it changed? 54 in 100 chronically absent, 2025–26 (54 of 99 students)
- Does the school share its survey results with families, and what has it changed because of them?
- Which services and therapies does each student get during the school day, and who provides them?
- How are my child’s IEP goals set, reviewed and shared with our family?
- What transition services help students plan for life, training or work after school?
- Which students finish with a regular diploma and which with a certificate of completion, and what does each lead to?
Office (323) 731-07031925 Budlong Avenue, directions (opens Google Maps in a new tab)
Source records
Every figure on this page, with its source, grades, year and count.
2025 CDE CCI overall Prepared: no exact school row in the verified 2025 source.
CDE assessment recordsCDE CAASPP 2026 · every level, as published · raw grade–subject rows
What each level means: California's level descriptions.
All Grades is an aggregate, not another group of students. Same-year grade groups are not matched children. 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.
| Grade · subject | Students tested with scores | Proficient or Advanced | Advanced | Proficient | Developing level | Minimal | Mean scale score |
|---|---|---|---|---|---|---|---|
| Grade 7 · ELA · 2026 | 0 | none tested | none tested | none tested | none tested | none tested | none tested |
| Grade 8 · ELA · 2026 | 0 | none tested | none tested | none tested | none tested | none tested | none tested |
| All Grades · ELA · 2026 | 0 | none tested | none tested | none tested | none tested | none tested | none tested |
| Grade 7 · Math · 2026 | 0 | none tested | none tested | none tested | none tested | none tested | none tested |
| Grade 8 · Math · 2026 | 0 | none tested | none tested | none tested | none tested | none tested | none tested |
| All Grades · Math · 2026 | 0 | none tested | none tested | none tested | none tested | none tested | none tested |
CDE CAASPP 2026: 4 individual grade–subject records; 0 records with a positive known tested count.
0 grade–subject counts unavailable; 4 grade–subject attainment rates unavailable.
Results by gradeEnglish and math · grades 7 and 8 · spring 2026 · % of tested students
English · 2025–26 results by grade
| English | Tested | Advanced | Proficient | Developing level | Minimal | Proficient or Advanced |
|---|---|---|---|---|---|---|
| Grade 7 | 0 | none tested | none tested | none tested | none tested | none tested |
| Grade 8 | 0 | none tested | none tested | none tested | none tested | none tested |
Math · 2025–26 results by grade
| Math | Tested | Advanced | Proficient | Developing level | Minimal | Proficient or Advanced |
|---|---|---|---|---|---|---|
| Grade 7 | 0 | none tested | none tested | none tested | none tested | none tested |
| Grade 8 | 0 | none tested | none tested | none tested | none tested | none tested |
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 year2022–2026 · rates, tested counts, and each grade
English and math by test year · all tested grades
| Year · subject | Students with scores | Top level | Top two levels |
|---|---|---|---|
| 2026 · English | 0 | — | — |
| 2026 · Math | 0 | — | — |
| 2025 · English | 0 | — | — |
| 2025 · Math | 0 | — | — |
| 2024 · English | 0 | — | — |
| 2024 · Math | 0 | — | — |
| 2022 · English | 0 | — | — |
| 2022 · Math | 0 | — | — |
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 · subject | Students with scores | Met or exceeded |
|---|---|---|
| 2025 · Grade 7 · English | 0 | — |
| 2025 · Grade 7 · Math | 0 | — |
| 2024 · Grade 8 · English | 0 | — |
| 2024 · Grade 8 · Math | 0 | — |
| 2022 · Grade 6 · English | 0 | — |
| 2022 · Grade 8 · English | 0 | — |
| 2022 · Grade 6 · Math | 0 | — |
| 2022 · Grade 8 · Math | 0 | — |
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) | Tested | Advanced | Proficient | Developing level | Minimal |
|---|---|---|---|---|---|
| Schoolwide | 0 | — | — | — | — |
CAST is California’s science test, reported apart from English and math.
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 · 48 in 100 → 2025–26 · 54 in 100 · +6 in 100 |
| Suspension rate2024–25 · 0 of 108 → 2025–26 · 0 of 102 · 0.0 percentage points |
| Group | 2018–19 | 2025–26 |
|---|---|---|
| Female | 56 in 100 | 68 in 100 |
| Male | 60 in 100 | 49 in 100 |
| Black or African American | 50 in 100 | 40 in 100 |
| Hispanic or Latino | 60 in 100 | 57 in 100 |
| Students with disabilities | 59 in 100 | 54 in 100 |
| English learners | 60 in 100 | 60 in 100 |
| Low-income | 61 in 100 | 56 in 100 |
| All students | 59 in 100 | 54 in 100 |
Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.
Advanced coursework, federal snapshot2023–24 · Civil Rights Data Collection · dated historical snapshot
| Measure | This school |
|---|---|
| AP offered | not reported |
| AP course count | not reported |
| AP enrollment (male/female) | not reported |
| IB participation | not reported |
| Dual enrollment | not offered |
| Algebra I in grade 8 | not reported |
| Calculus sections | 0 |
| Physics sections | 0 |
| Chemistry sections | 0 |
| Reported male/female enrollment (CRDC) | 83 |
Shown, never scored. Participation counts use reported male and female categories in both course and enrollment records. A missing value means not reported, never zero.
Fundingschool and district spending, from state and federal finance records · each row names its fiscal year and measure
Per-pupil spending
NCES F-33 · FY 2020–21 (2021) · fall district membership: 460,633 pupils
NCES F-33 · FY 2020–21 (2021) · SchoolScope’s unweighted mean across 818 selected California district finance records
CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 92
CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 92
CDE SACS Current Expense of Education · district fiscal year ending 2025 · average daily attendance denominator
| Group | Dollars | Share, to two decimals | Printed |
|---|---|---|---|
| Instruction | $5,655,379,384 | 51.81% | 52% |
| Instruction support | $1,791,152,348 | 16.41% | 17% |
| Student services | $1,344,873,232 | 12.32% | 12% |
| Administration | $763,652,780 | 7.00% | 7% |
| Buildings & maintenance | $1,099,649,062 | 10.07% | 10% |
| Other | $260,356,595 | 2.39% | 2% |
| Total | $10,915,063,400 | 100.00% | 100% |
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
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 90007 · not the school’s students
| Measure | Estimate |
|---|---|
| Median household income | $35,378 |
| Bachelor's degree or higher (adults 25+) | 29% |
| ZIP-area population | 38,715 |
| Median age | 25.4 years |
Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. See all schools in ZIP code 90007 →
Downloads and methodologyCSV · sources · corrections
Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · Census survey (ACS) 2020–2024 · Los Angeles Unified School District School Experience Survey 2025–26 · staffing and finance name their own sources and years beside each figure · Data updated October 15, 2026.
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