Public school · Los Angeles Unified · Carson, California

Stephen M. White Middle — Rating & test scores

Carson · 6–8 · 1,423 students (2024–25)

22102 South Figueroa Street, 90745stephenwhitems.lausd.org ↗(310) 783-4900
68thpercentileSolid

The dots are California’s 2,529 scored public middle schools, placed by Scope Score on spring 2026 tests. How it’s built →

Scope Score
46

Weighted composite · 2025–26
A weighted mix of six 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

Near California in English (reading and writing) and math: 51% and 40% scored Proficient or Advanced in grades 6–8, spring 2026, against 49% and 37%.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,319 in English, 1,316 in math
Comparison
California: CDE’s grade 6, 7 and 8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English and 1,254,800 in math tested).

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

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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.

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70% of the 47 English learners tested here reached the top level of the state’s English test in 2025–26, against 22% at the average California middle school.

Sources
The sentence above
CDE ELPAC Summative, Overall Performance Level 4, 2025–26. English learners who took the summative ELPAC: 47. The California figure is an average of school rates (2,171 scored California middle schools), our calculation.

Common questions

How do I get in?

Stephen M. White is on LAUSD’s list of Schools for Advanced Studies (grades 6–8). 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. It is one of LAUSD’s Schools for Advanced Studies: from elsewhere in LAUSD, a child who meets the SAS criteria can apply for a seat through Choices (late applications from December 1, 2026). Evidence ↓

Is Stephen M. White a good middle school?

Stephen M. White Middle scores higher than 68 in 100 of California’s 2,529 scored public middle schools: 68th percentile, Solid, spring 2026. Evidence ↓

How often do students miss school or get suspended?

In 2025–26, 15 in 100 students missed 10% or more of school days, against 24 in 100 at the average Los Angeles Unified middle school. 0 of 1,434 students were suspended at least once in 2025–26, against 3.7% at the average California middle school. Evidence ↓

More questions (4)

Did students here score above what the state expected?

In English, about as expected; in math, below what the state expected. In 2025, students here in grades 6–8 scored −4 points against the state’s expected score in English, which the state calls Average. In math, they scored −7 points, which it calls Moderate.

  • Included in this measure: 1,302 students in English, 1,299 in math

Evidence ↓

How do kids like mine do here?

In spring 2026, 47% of low-income students in grades 6–8 at Stephen M. White Middle in Carson scored Proficient or Advanced in English, against 39% for the same group across California. Evidence ↓

What do families and students say?

81% of families agreed or strongly agreed with “My child is safe on school grounds” (LAUSD middle schools 82%, 723 answered).

  • 66% of students agreed or strongly agreed with “I feel safe in this school or in online school sessions” (LAUSD middle schools 64%, 1,302 answered)
  • Source: Los Angeles Unified School District School Experience Survey, 2025–26

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?

Near California in both subjects.

State tests (CAASPP), spring 2026

In grades 6–8, spring 2026, 51% scored Proficient or Advanced in English and 40% in math, against 49% and 37% across California.

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grades 6–8: 1,319 in English, 1,316 in math
Comparison
California: CDE’s grades 6–8 rows for the whole state combined, weighted by students tested (our calculation; 1,254,039 in English, 1,254,800 in math tested). The comparisons use the same grades and year.
AdvancedProficientBelow the standard

English

Grades 6–8 · spring 2026 · 1,319 tested

Advanced
20%
Proficient
31%
Below the standard
49%
This school51%
California49%
Los Angeles Unified47%

51% Proficient or Advanced in grades 6–8.

Math

Grades 6–8 · spring 2026 · 1,316 tested

Advanced
21%
Proficient
19%
Below the standard
60%
This school40%
California37%
Los Angeles Unified35%

40% Proficient or Advanced in grades 6–8.

Results for each grade, spring 2026English and math · grades 6–8 · every level, with tested counts

What each level means: California's level descriptions.

English

English, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced52%50%52%
Advanced21%20%20%
Proficient31%30%32%
Developing level23%23%23%
Minimal25%27%25%
Tested405458456
California48%51%49%
Difference+4−1+3

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

Math

Math, grades 6–8: share of students tested, spring 2026
MeasureGrade 6Grade 7Grade 8
Proficient or Advanced41%39%38%
Advanced20%18%25%
Proficient21%21%13%
Developing level25%28%21%
Minimal34%33%41%
Tested404457455
California37%38%36%
Difference+4+1+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.

New to these scores? Read CAASPP scores explained: how to read your child’s report →

How does math compare with English?

In grades 6–8, spring 2026, math trails English by 11 percentage points in the share who scored Proficient or Advanced, against 12 points across California. The grades 6–8 cards above give each subject’s share.

Have results changed?

Results in both subjects were similar to 2025. English stayed at 51% and math went from 37% to 40%.

English · top two levels · grades 6–8

202551%1,377 tested
→
202651%1,319 tested

This school

California, same grades49% → 49%2025 → 2026 · 1,266,619 → 1,254,039 tested

Math · top two levels · grades 6–8

202537%1,373 tested
→
202640%1,316 tested

This school

California, same grades36% → 37%2025 → 2026 · 1,272,526 → 1,254,800 tested

Each year is a different group of students.

Did students here score above what the state expected?

In English, about as expected; in math, below what the state expected. California sets an expected score for each student from that student’s own score the year before. In 2025, students here in grades 6–8 scored −4 points against that expected score in English, which the state calls Average. In math, they scored −7 points, which it calls Moderate.

Source
Source
CDE growth model, 2025
Students
students with scores in both years in grades 6–8: 1,302 in English, 1,299 in math
Comparison
Points are scale-score points against the state’s expected score for each student; the category is CDE’s, quoted as published. It describes results, not causes.

Grades 6–8 · 2025 · 1,302 students in English, 1,299 in math, with scores in both years

Points above or below what the state expected from the same students’ earlier scores.

−4 pts

English

The state calls it Average, the third of its five growth levels.

−7 pts

Math

The state calls it Moderate, the second of its five growth levels.

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, grades 6–8 · This school20%31%23%26%1,319
English, grades 6–8 · California19%30%23%28%1,254,039
English, grades 6–8 · Los Angeles Unified17%30%23%30%106,147
Math, grades 6–8 · This school21%19%24%36%1,316
Math, grades 6–8 · California21%16%23%40%1,254,800
Math, grades 6–8 · Los Angeles Unified19%16%23%42%106,060

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.

Read English and math separately, then look at progress and the courses students can take.

Each grade’s results: English ↑ · Math ↑

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202651%49%
Math top two levels, grades 6–8
This schoolCalifornia
0%50%100%20172022202640%37%

The lines break across the COVID years, when state testing was waived or optional.

In grades 6–8, the share at the state’s top two levels in English went from 37% in 2017 to 51% in 2026, with 2025 and 2026 about the same. In math, it went from 22% in 2017 to 40% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grades 6–8
YearThis schoolCalifornia
201737%
1,597 tested		48%
1,377,836 tested
201843%
1,630 tested		49%
1,391,379 tested
201947%
1,644 tested		50%
1,390,416 tested
202248%
1,380 tested		47%
1,277,584 tested
202344%
1,320 tested		46%
1,267,562 tested
202449%
1,347 tested		46%
1,269,432 tested
202551%
1,377 tested		49%
1,266,619 tested
202651%
1,319 tested		49%
1,254,039 tested
Math · top two levels · grades 6–8
YearThis schoolCalifornia
201722%
1,585 tested		37%
1,383,609 tested
201828%
1,634 tested		37%
1,394,516 tested
201933%
1,638 tested		38%
1,394,239 tested
202230%
1,383 tested		31%
1,279,506 tested
202332%
1,323 tested		32%
1,272,024 tested
202436%
1,352 tested		33%
1,277,570 tested
202537%
1,373 tested		36%
1,272,526 tested
202640%
1,316 tested		37%
1,254,800 tested
How the state’s growth measure worksPoints above or below what the state expected from the same students’ earlier scores

California uses each student’s English and math scores from the year before to set an expected score, based on how students with similar earlier scores did across the state. Zero would mean students here scored as expected. In English they scored 4 points below that expected score, and in math 7 points below it. Unlike the growth in our Scope Score, it follows the same students from one year to the next.

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

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

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

What you can do

Who can act on Stephen M. White’s results?

Los Angeles Unified’s board decides Stephen M. White’s plan.

The state hasn’t placed Stephen M. White 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 often do students miss school or get suspended?

15 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. At the average Los Angeles Unified middle school, 24 in 100 were. 0 of 1,434 students were suspended at least once in 2025–26, against 3.7% at the average California middle school.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 218 of 1,416 students counted for it; suspension: 0 of 1,434 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 middle school 0.8%.

Chronically absent, 2025–26

15 in 100This school
24 in 100At the average Los Angeles Unified middle school
18 in 100At the average California middle school

218 of 1,416 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 1,434

students were suspended at least once. Average California middle school 3.7%.

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

Chronic absence by grade2025–26 · per 100 students, with counts
  • Grade 6: 14 in 100, 61 of 431
  • Grades 7–8: 16 in 100, 157 of 985

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

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

Students

1,304 of 1,304 students answered (100%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question66%LAUSD middle 64% · 1,302 answered
Belonging · average of 6 questions58%LAUSD middle 55% · 896–1,296 answered each
Caring adults · average of 8 questions63%LAUSD middle 61% · 1,271–1,296 answered each
Engagement · average of 6 questions64%LAUSD middle 58% · 1,265–1,287 answered each
High expectations · average of 2 questions79%LAUSD middle 73% · 1,278–1,282 answered each
Bullied 2 or more times in the past 30 days · average of 5 questions22%LAUSD middle 19% · 894–1,294 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 45 student questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed66%64%1,302
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed67%63%1,277
I am happy to be at this schoolShare who agreed or strongly agreed70%64%1,296
I feel like I am part of this schoolShare who agreed or strongly agreed63%58%1,287
I feel accepted for who I am at this schoolShare who agreed or strongly agreed64%62%1,285
Most kids at this school are kind to each otherShare who agreed or strongly agreed27%31%1,289
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed54%53%896
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed66%61%1,280
The teachers at this school treat students fairlyShare who agreed or strongly agreed54%52%1,281
Teachers care if I'm absent from schoolShare who agreed or strongly agreed55%55%1,277
Adults at this school treat all students with respectShare who agreed or strongly agreed57%59%1,296
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed61%57%1,277
There is at least one adult at my school who supports meShare who agreed or strongly agreed71%69%1,271
Teachers at my school know meShare who agreed or strongly agreed68%64%1,273
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 agreed73%68%1,281
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed80%75%1,265
My teachers make learning funShare who agreed or strongly agreed50%44%1,271
Students have a voice in decision making at this schoolShare who agreed or strongly agreed54%48%1,287
Teachers encourage students to make decisionsShare who agreed or strongly agreed66%61%1,283
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 agreed81%75%1,268
I participate in extra-curricular activities offered through my school, such as school clubs or organizations, musical groups, sports teams, student government, or any other extra-curricular activitiesShare who agreed or strongly agreed49%44%1,282
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed81%75%1,282
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 agreed77%70%1,278
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 it30%25%1,294
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 it34%30%1,292
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 it16%17%1,287
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 it11%10%1,286
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 it18%16%894
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed66%61%1,274
Students know how they are expected to actShare who agreed or strongly agreed42%45%1,290
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed79%76%1,282
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——907
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”78%72%1,282
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”77%71%1,277
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”72%68%1,281
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed64%62%1,290
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”53%50%1,261
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”45%42%1,259
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”58%54%1,256
I came to class preparedShare who answered “Often” or “Almost all the time”79%76%1,289
I remembered and followed directionsShare who answered “Often” or “Almost all the time”80%79%1,284
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”56%59%1,285
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”71%67%1,296
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”67%67%1,292
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”76%75%1,296

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

763 of 1,239 family surveys came back (62%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question81%LAUSD middle 82% · 723 answered
Belonging · average of 4 questions86%LAUSD middle 89% · 724–761 answered each
Caring adults · average of 2 questions88%LAUSD middle 87% · 748 answered
Engagement · average of 3 questions81%LAUSD middle 84% · 748–762 answered each
High expectations · average of 2 questions82%LAUSD middle 84% · 661–688 answered each
Bullying reports taken seriously · 1 question71%LAUSD middle 74% · 732 answered
All 38 family questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
My child is safe on school groundsShare who agreed or strongly agreed81%82%723
Belonging
Clerical/office staff treat me with respect in-person and onlineShare who agreed or strongly agreed83%89%749
Teachers treat me with respect in-person and onlineShare who agreed or strongly agreed91%90%749
I am greeted by school staff when I visit this schoolShare who agreed or strongly agreed84%88%724
I feel welcome to participate at this schoolShare who agreed or strongly agreed85%88%761
Caring adults
Teachers take my concerns seriouslyShare who agreed or strongly agreed86%86%748
Teachers at this school let me know about my child's progressShare who agreed or strongly agreed89%88%748
Engagement
This school informs me about school activities in different waysShare who agreed or strongly agreed87%89%761
This school includes me in important decisions about my child's educationShare who agreed or strongly agreed80%82%762
This school recruits and organizes parents to help and support the schoolShare who agreed or strongly agreed74%81%748
High expectations
School staff expect my child to attend collegeShare who agreed or strongly agreed80%82%688
School staff expect my child to graduate from high schoolShare who agreed or strongly agreed84%86%661
Bullying reports taken seriously
Reports of all types of bullying are taken seriously at this schoolShare who agreed or strongly agreed71%74%732
Other questions
Clerical/office staff take my concerns seriouslyShare who agreed or strongly agreed79%84%747
Clerical/office staff respond to my needs in a timely mannerShare who agreed or strongly agreed78%84%749
Teachers respond to my needs in a timely mannerShare who agreed or strongly agreed84%85%748
Offering more flexible ways to meet (online, in person, phone) would increase my engagement with my child's schoolShare who agreed or strongly agreed85%83%733
I am satisfied with my school's communication about how to support my child's learningShare who agreed or strongly agreed85%85%732
This school encourages my child to explore different career choicesShare who agreed or strongly agreed76%77%760
School staff help me understand the requirements for CSU/UC admissionShare who agreed or strongly agreed69%69%656
School staff help me understand which courses my child needs to graduate from high schoolShare who agreed or strongly agreed74%75%639
This school provides instructional resources to help me support my child's educationShare who agreed or strongly agreed82%82%762
This school offers extra activities for my child's personal growthShare who agreed or strongly agreed85%84%760
This school provides high quality instruction to my childShare who agreed or strongly agreed88%87%755
I am satisfied with how much my child is learning at this schoolShare who agreed or strongly agreed86%86%761
I attend events in person and online at my child's school, like parent-teacher conferences, assemblies, and school performancesShare who agreed or strongly agreed84%86%732
I feel comfortable supporting my child’s use of technology at home to access and complete school assignmentsShare who agreed or strongly agreed90%89%748
I have visited my child's school website to get information and/or access resourcesShare who agreed or strongly agreed86%87%734
This school provides me with information (verbal and written) I can understandShare who agreed or strongly agreed90%90%761
School staff provide translation and interpretation services when I need themShare who agreed or strongly agreed77%82%561
This school provides information on grade level requirements for my childShare who agreed or strongly agreed84%86%715
This school informs me about activities sponsored by the parent and family centerShare who agreed or strongly agreed81%84%713
I can easily find information about parent workshops or other programs offered at this schoolShare who agreed or strongly agreed79%83%747
This school offers extra academic support for my childShare who agreed or strongly agreed84%84%761
I have visited or received assistance from the parent and family center personnel, website or resource pages available onlineShare who agreed or strongly agreed75%77%645
I have received information about my child's progress as an English LearnerShare who agreed or strongly agreed82%82%558
My child is clearly informed about the consequences of breaking school rulesShare who agreed or strongly agreed92%91%733
Discipline is fair at this schoolShare who agreed or strongly agreed71%72%734

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

142 of 145 staff answered (98%), 70 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question99%LAUSD middle 94% · 140 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions87%LAUSD middle 84% · 138–141 answered each
High expectations · average of 2 questions96%LAUSD middle 92% · 137–139 answered each
Bullying called a mild or insignificant problem · 1 question68%LAUSD middle 71% · 140 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count, beside LAUSD middle schools
QuestionHereLAUSD middle schoolsAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers99%94%140
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed82%78%141
Adults at this school treat all students with respectShare who agreed or strongly agreed91%90%138
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed96%91%139
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed96%92%137
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem68%71%140
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed76%77%140
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed88%81%139
I get the help I need to communicate with parentsShare who agreed or strongly agreed82%77%139
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed96%93%140
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers97%86%138
At this school, parents treat me with respect.Share who agreed or strongly agreed87%81%142
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed84%78%141
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed84%72%140
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”91%86%139
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”86%75%138
Students treat adults at this school with respectShare who agreed or strongly agreed74%70%136
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed82%74%138
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed72%67%137
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem79%81%140
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed77%79%66
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed82%80%66
Teachers in this school feel that it is a part of their job to prepare students academically to succeed in college (teachers)Share who agreed or strongly agreed89%86%66
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed79%68%53
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——40
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed42%54%36
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed61%64%36
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed58%70%36
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed67%78%36
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”25%17%68
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”48%35%68
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”63%42%68
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”41%33%68
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”57%45%65
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed81%77%69
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 agreed81%76%69
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed97%92%69
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed94%90%69
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed72%65%69
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed71%63%69
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed71%60%69
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed68%64%69
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed78%69%69
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 agreed75%73%69
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed68%66%69
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed94%85%68

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 Stephen M. White works for your family.

Answer the family questionsResponder en español

Work here? Answer 8 questions about Stephen M. White as a workplace, with your Los Angeles Unified work email.

Answer the staff questions

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

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

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

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

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

Every learner

How do kids like mine do here?

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

Student groups, grades 6–8, spring 2026

Both groups score below California’s rate for all students statewide. 36% of low-income students scored Proficient or Advanced in math (grades 6–8, spring 2026), against 26% for the same group across California. Black or African American students: 32% in math, against 20% for the same group across California. Students of two or more races scored well below the same group across California in math. Every group’s English results are in the table below.

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grades 6–8; 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).
Stephen M. WhiteSame group, CaliforniaAhead of the same group across California, where that group scores below California’s rate for all students
  • Filipino158 tested69%Same group, California 60%
  • Low-income1,094 testedAhead of the same group across California, where that group scores below California’s rate for all students: 36%Same group, California 26%
  • Hispanic or Latino833 tested35%Same group, California 25%
  • Black or African American194 testedAhead of the same group across California, where that group scores below California’s rate for all students: 32%Same group, California 20%
  • Two or more races52 tested31%Same group, California 50%
  • English learners43 tested12%Same group, California 7%
  • Students with disabilities188 tested7%Same group, California 10%

Proficient or Advanced, grades 6–8 math, spring 2026. In English the same groups run from 9% to 78%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 63%2. Black or African American: 15%3. Filipino: 12%4. Two or more races: 2%5. Pacific Islander: 2%6. White: 2%7. Asian: 2%8. Not reported: 2%Unallocated share: <1%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino63%
  2. Black or African American15%
  3. Filipino12%
  4. Two or more races2%
  5. Pacific Islander2%
  6. White2%
  7. Asian2%
  8. Not reported2%
  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?

92% 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 38 English learners92%
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?

82%of students qualified for free or reduced-price meals in 2024–25, 1,169 of 1,423. California: 63%.

73teachers, 2024–25

14 yearsaverage experience, 2024–25

10%in their first year, 2024–25

81%of teaching positions with proper credential and placement, 2021–22

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

All group results, district comparisons and sources
Proficient or Advancedgrades 6–8 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 1,097 tested in English, 1,094 in math
English47%+443%+839%
Math36%+531%+1026%
Hispanic or Latino · 836 tested in English, 833 in math
English47%+542%+839%
Math35%+431%+1025%
Black or African American · 194 tested
English45%+837%+1233%
Math32%+725%+1220%
Filipino · 158 tested
English78%+177%+474%
Math69%+366%+960%
Two or more races · 52 tested
English46%−1864%−1662%
Math31%−2354%−1950%
English learners · 44 tested in English, 43 in math
English9%+45%+27%
Math12%+48%+57%
Students with disabilities · 188 tested
English13%−215%−114%
Math7%−411%−310%

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.

Asian and Pacific Islander students: fewer than 30 tested here. No published rate here for White, American Indian or Alaska Native, 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 Latino63%
Black or African American15%
Filipino12%
Two or more races2%
Pacific Islander2%
White2%
Asian2%
Not reported2%
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: 81% of teaching positions, 61.3 properly credentialed teaching-position FTE out of 76 total position FTE. This measures positions, not individual teachers.

Next steps

What comes after Stephen M. White, and how do I get in?

In the district’s boundaries, Stephen M. White Middle draws from 8 elementary schools. Boundaries split some neighborhoods. Each school’s standing compares it with California schools at its own level.

Elementary · fed by
Middle · this school
Stephen M. White Middle

From the district’s 2026 attendance boundaries. Shares are our estimate of where the zone’s children live, from 2020 Census child counts, or land area where few children were counted; they describe children living in the zone, not a school’s enrolled students. A boundary doesn’t guarantee placement: transfers, permits, magnets and Choices can change the path. Check your child’s address and current assignment with the district. Explore schools on the map

All recorded links and nearby alternatives

Elementary links

Middle-school links

High-school links

  • Carson Senior High

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

    64th percentile · Solid · high · 2025

    59% of the zone’s children

  • Academy of Medical Arts at Carson High

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

    65th percentile · Solid · high · 2025

    59% of the zone’s children

  • Academies of Education and Empowerment at Carson H

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

    52nd percentile · Solid · high · 2025

    59% of the zone’s children

  • Humanities and Arts (HARTS) Academy of Los Angeles

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

    70th percentile · Solid · high · 2025

    41% of the zone’s children

  • Nathaniel Narbonne Senior High

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

    59th percentile · Solid · high · 2025

    41% of the zone’s children

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

Ask Los Angeles Unified which school serves your address.

Applying to Stephen M. White for 2027–28

  1. Stephen M. White is on LAUSD’s list of Schools for Advanced Studies (grades 6–8). 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 ↗

  2. If Stephen M. White is the school for your address, you don’t apply: you register with LAUSD, and a child who meets the SAS criteria joins its SAS/GATE program. Check which school serves your address first.

    LAUSD Resident School Identifier ↗

  3. On-time Choices applications closed November 6, 2026. Late applications open December 1, 2026, join the end of the waiting list, and the school itself checks SAS eligibility when it contacts you about a seat.

    apply.lausd.net ↗

Compare with other schools

How Choices, lotteries and waitlists work

School website: stephenwhitems.lausd.org ↗Office: (310) 783-4900Administrator: Michael Santiago

Location and visiting

Get directions  (opens Google Maps in a new tab)
22102 South Figueroa Street, Carson 90745

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? 60% in math scored at the Developing or Minimal level, grades 6–8, spring 2026 (1,316 students tested); California: 63%
  2. When a child starts missing school, who calls the family, and how soon?
  3. Does the school share its survey results with families, and what has it changed because of them?
  4. When a bullying report comes in, who handles it, and how is the family told? 22% (the average share reporting being bullied 2 or more times in the past 30 days, across 5 survey questions), 2025–26; LAUSD middle schools: 19%
  5. Which math courses can students take, and how are placements decided?
  6. Which electives and high-school transition supports are available?

Office (310) 783-490022102 South Figueroa Street, directions  (opens Google Maps in a new tab)

Nearby middle schoolsClosest first, by straight-line distance

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

Nearby middle schoolsPercentile among California middle schools, 2026

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

Explore nearby schools on the map

Source records

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

Score factorssource values, index and weights · 2025–26 · ranked #792 of 2,529 California middle schools we score · #59 of 225 in Los Angeles Unified
Score factors, 2025–26
FactorSchoolIndexWeight
Advancedaverage of English and math21%5442%
Proficient or Advancedaverage of English and math45%5423%
8th graders in 2026 against 6th graders in 2024 (partly different children)+42 scale-score pts4320%
Chronically absent15 in 100545%
Suspension rate0 of 1,434655%
English learners: top level70%1005%

Index is where the school's value sits among the California middle schools we score, from 0 to 100, where 50 is their average; it is not a percentile. School values are from 2025–26. Chronic absence and suspension are CDE's all-students school rates; the score uses an adjusted version of each that pulls small schools toward the average, so their index can sit nearer 50 than the rate suggests. Growth is the change between the school's earlier and later grade-level groups, in scale-score points; it does not follow the same students.

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

Scope Score

School yearScope ScorePercentileRankComparison group
2025–264668#792California middle schools · 2,529 schools · current formula

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

School yearChronic absenceSuspensionGrade gap (points)
2018–1915 in 1000.9% (17 of 1,823)−13
2021–22not on filenot on file−6
2022–23not on filenot on file−13
2023–2416 in 1000 of 1,458−9
2024–2520 in 1000 of 1,495+1
2025–2615 in 1000 of 1,434−1

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

Grade gap: the same year’s grade 6 and grade 8 results, side by side. They are different children, so the gap describes one year, not any child’s progress. The Scope Score’s growth measure is a different comparison, shown in Score factors above (how it’s built).
No 2019–20 or 2020–21 records in this SchoolScope series
Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English1,31920%51%
2026 · Math1,31621%40%
2025 · English1,37719%51%
2025 · Math1,37319%37%
2024 · English1,34717%49%
2024 · Math1,35219%36%
2023 · English1,32016%44%
2023 · Math1,32316%32%
2022 · English1,38017%48%
2022 · Math1,38312%30%
2019 · English1,64416%47%
2019 · Math1,63814%33%
2018 · English1,63011%43%
2018 · Math1,63413%28%
2017 · English1,5978%37%
2017 · Math1,5859%22%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 6 · English41951%
2025 · Grade 7 · English46949%
2025 · Grade 8 · English48952%
2025 · Grade 6 · Math41837%
2025 · Grade 7 · Math46636%
2025 · Grade 8 · Math48937%
2024 · Grade 6 · English45848%
2024 · Grade 7 · English45759%
2024 · Grade 8 · English43241%
2024 · Grade 6 · Math45738%
2024 · Grade 7 · Math46141%
2024 · Grade 8 · Math43428%
2023 · Grade 6 · English42047%
2023 · Grade 7 · English44543%
2023 · Grade 8 · English45542%
2023 · Grade 6 · Math42343%
2023 · Grade 7 · Math44033%
2023 · Grade 8 · Math46022%
2022 · Grade 6 · English41246%
2022 · Grade 7 · English46354%
2022 · Grade 8 · English50545%
2022 · Grade 6 · Math40735%
2022 · Grade 7 · Math46434%
2022 · Grade 8 · Math51223%
2019 · Grade 6 · English51149%
2019 · Grade 7 · English57252%
2019 · Grade 8 · English56140%
2019 · Grade 6 · Math50540%
2019 · Grade 7 · Math57137%
2019 · Grade 8 · Math56223%
2018 · Grade 6 · English53946%
2018 · Grade 7 · English56243%
2018 · Grade 8 · English52940%
2018 · Grade 6 · Math53935%
2018 · Grade 7 · Math56429%
2018 · Grade 8 · Math53120%
2017 · Grade 6 · English53638%
2017 · Grade 7 · English52437%
2017 · Grade 8 · English53735%
2017 · Grade 6 · Math53128%
2017 · Grade 7 · Math52719%
2017 · Grade 8 · Math52719%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide4549%18%56%17%

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-income1,09747%+4+8
Hispanic or Latino83647%+5+8
Black or African American19445%+8+12
Student groups: the state’s growth measureCalifornia School Dashboard 2025 · points above or below what the state expected · shown, not part of the score
GroupEnglishnCDE categoryMathnCDE category
All students−41,302Average−71,299Moderate
Low-income−51,069Average−81,067Moderate
English-only students−3845not categorized−4844not categorized
Hispanic or Latino−7831Moderate−10829Moderate
English learners−15213Moderate−16213Moderate
Recently reclassified as fluent in English−14185not categorized−20185not categorized
Students with disabilities−17185Moderate−15183Moderate
Black or African American−2180Average−3179Average
Filipino+10149Accelerated+8149Accelerated
White−840Moderate−840Moderate
Pacific Islander−239Average−2139Minimal
English learners only−2028not categorized+528not categorized
Two or more races−227Average−227Average
Long-term English learners (grades 6–8 only)−2826Minimal−1026Moderate
Asian+521Accelerated+2721Exceptional

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

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

Grade 8 in 2026 against grade 6 in 2024 · English

English · 2024 · Grade 6
17%
exceeded standard · 48% met or exceeded
CDE CAASPP 2024 · 458 English test records with scores
English · 2026 · Grade 8
20%
Advanced · 52% Proficient or Advanced
CDE CAASPP 2026 · 456 English test records with scores

Minimum rounded subject-mean records with scores at the endpoints: 456 (school-grade cohort proxy).

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

California growth model · points vs expected

State model · English−4 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

1,302 students

CDE growth category: Average

California growth model, English: −4 scale-score points versus the state's expectation, CDE category Average, against SchoolScope's −2-point median for California middle school records.

State model · math−7 pts vs expected

matched students, grades 6–8

CDE California growth model · 2025 Dashboard

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

All students, grades 6–8

1,299 students

CDE growth category: Moderate

California growth model, math: −7 scale-score points versus the state's expectation, CDE category Moderate, against SchoolScope's −3-point median for California middle school records.

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

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

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

Year-over-year school rates
Chronic absenteeism2024–25 · 20 in 100 → 2025–26 · 15 in 100 · −5 in 100
Suspension rate2024–25 · 0 of 1,495 → 2025–26 · 0 of 1,434 · 0.0 percentage points
Group2018–192025–26Change
Female14 in 10015 in 100+1 in 100
Male16 in 10016 in 1000 in 100
Asian4 in 10011 in 100+7 in 100
Black or African American17 in 10021 in 100+4 in 100
Filipino5 in 1005 in 1000 in 100
Hispanic or Latino16 in 10016 in 1000 in 100
Pacific Islander26 in 10029 in 100+3 in 100
Two or more races24 in 10016 in 100−8 in 100
White20 in 10014 in 100−6 in 100
Students with disabilities21 in 10024 in 100+3 in 100
English learners20 in 10018 in 100−2 in 100
Foster youth14 in 100——
Homeless29 in 10041 in 100+12 in 100
Low-income16 in 10017 in 100+1 in 100
All students15 in 10015 in 1000 in 100

Two reported school years only; no intervening-year result is implied. Source: CDE school-level chronic absenteeism by student group.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$1,582 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 1,423

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 1,423

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 holders5.3%

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 90745 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90745 area
MeasureEstimate
Median household income$107,988
Bachelor's degree or higher (adults 25+)28%
ZIP-area population57,397
Median age41.8 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 90745 →

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

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