Special education center · Los Angeles Unified · Reseda, California

Sven Lokrantz Special Education Center

Reseda · K–12 · 63 students (2024–25)

19451 Wyandotte Street, 91335lokrantzsped.lausd.org ↗(818) 886-8980

A special education school: students are placed here through their IEP team, so we publish its results without a rating.

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Campus map · © OpenStreetMap

Drawn from OpenStreetMap, with building heights from LA County, inside the campus outline from the California School Campus Database (2025). 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 (36 of 67), meaning they missed 10% or more of school days. 0 of 69 students were suspended at least once in 2025–26. Evidence ↓

How do I visit Sven Lokrantz Special Education Center?

Call the office at (818) 886-8980 to ask about a visit. Questions to bring are under Next steps. Evidence ↓

What you can do

Who can act on Sven Lokrantz Special Education Center’s results?

Los Angeles Unified’s board decides Sven Lokrantz Special Education Center’s plan.

The state hasn’t placed Sven Lokrantz Special Education Center in a support program. Federal designation under the Every Student Succeeds Act, 2025–26. Source 

Students at Sven Lokrantz 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 69 students were suspended at least once in 2025–26.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 36 of 67 students counted for it; suspension: 0 of 69 students enrolled during the year

Chronically absent, 2025–26

54 in 100This school

36 of 67 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0 of 69

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–6: not in the records we hold
  • Grades 7–8: 40 in 100, 6 of 15
  • Grades 9–12: 43 in 100, 16 of 37

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolEach bar 0–100%

Students

We don’t have student survey results for Sven Lokrantz 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

46 of 46 staff answered (100%), 9 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%46 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions95%46 answered
High expectations · average of 2 questions94%38–43 answered each
Bullying called a mild or insignificant problem · 1 question100%46 answeredShare who called it a mild or insignificant problem.
All 43 staff questionseach with its answer count
QuestionHereAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers100%46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed91%46
Adults at this school treat all students with respectShare who agreed or strongly agreed98%46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed90%38
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed98%43
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem100%46
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed91%46
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed83%46
I get the help I need to communicate with parentsShare who agreed or strongly agreed70%46
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed96%46
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers96%45
At this school, parents treat me with respect.Share who agreed or strongly agreed85%46
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed96%46
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed76%46
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”82%44
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”74%43
Students treat adults at this school with respectShare who agreed or strongly agreed97%39
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed100%23
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed89%28
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem100%46
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—5
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”—3
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—2
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—2
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—2
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—2
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—9
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—9
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—9
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—9
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”—9
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—9
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—9
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—9
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—9
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—9
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—9
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—9
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—9

“—” 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

46 of 46 staff answered (100%), 9 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%46 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions95%46 answered
High expectations · average of 2 questions94%38–43 answered each
Bullying called a mild or insignificant problem · 1 question100%46 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count
QuestionHereAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers100%46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed91%46
Adults at this school treat all students with respectShare who agreed or strongly agreed98%46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed90%38
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed98%43
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem100%46
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed91%46
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed83%46
I get the help I need to communicate with parentsShare who agreed or strongly agreed70%46
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed96%46
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers96%45
At this school, parents treat me with respect.Share who agreed or strongly agreed85%46
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed96%46
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed76%46
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”82%44
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”74%43
Students treat adults at this school with respectShare who agreed or strongly agreed97%39
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed100%23
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed89%28
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem100%46
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—5
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—5
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—5
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—5
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”—3
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—2
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—2
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—2
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—2
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—9
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—9
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—9
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—9
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”—9
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—9
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—9
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—9
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—9
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—9
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—9
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—9
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—9

“—” 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

46 of 46 staff answered (100%), 9 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question100%46 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions95%46 answered
High expectations · average of 2 questions94%38–43 answered each
Bullying called a mild or insignificant problem · 1 question100%46 answeredShare who called it a mild or insignificant problem.
All 46 staff questionseach with its answer count
QuestionHereAnswers
Safety
I feel safe on school grounds during the dayShare giving one of the two most positive answers100%46
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed91%46
Adults at this school treat all students with respectShare who agreed or strongly agreed98%46
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed90%38
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed98%43
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem100%46
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed91%46
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed83%46
I get the help I need to communicate with parentsShare who agreed or strongly agreed70%46
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed96%46
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers96%45
At this school, parents treat me with respect.Share who agreed or strongly agreed85%46
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed96%46
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed76%46
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”82%44
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”74%43
Students treat adults at this school with respectShare who agreed or strongly agreed97%39
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed100%23
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed89%28
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem100%46
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—5
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—5
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—5
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—5
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”—3
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—2
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—2
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—2
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—2
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—9
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—9
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—9
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—9
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”—9
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—9
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—9
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—9
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—9
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—9
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—9
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—9
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—9
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—9

“—” 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 Sven Lokrantz Special Education Center 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. 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: 51%.

Students, families and teachers

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 51%2. White: 24%Unallocated share: 25%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino51%
  2. White24%
  3. Asian—
  4. Black or African American—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share25%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

Who are the families and teachers?

70%of students qualified for free or reduced-price meals in 2024–25, 44 of 63.

7teachers, 2024–25

15 yearsaverage experience, 2024–25

0%in their first year, 2024–25

1%of teaching positions with proper credential and placement, 2021–22

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, 2025–26Here
Hispanic or Latino51%
White24%
Asian—
Black or African American—
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: 1% of teaching positions, 0 properly credentialed teaching-position FTE out of 6.5 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.

School website: lokrantzsped.lausd.org ↗Office: (818) 886-8980Administrator: Carolyn Gelfand

Location and visiting

Get directions  (opens Google Maps in a new tab)
19451 Wyandotte Street, Reseda 91335

Directory location · Explore nearby schools on the map. Confirm placement with Los Angeles Unified.

Questions for your visit

  1. How does the school bring back students who are missing school, and what has it changed? 54 in 100 chronically absent, 2025–26 (36 of 67 students)
  2. Does the school share its survey results with families, and what has it changed because of them?
  3. Which services and therapies does each student get during the school day, and who provides them?
  4. How are my child’s IEP goals set, reviewed and shared with our family?
  5. What transition services help students plan for life, training or work after school?
  6. Which students finish with a regular diploma and which with a certificate of completion, and what does each lead to?

Office (818) 886-898019451 Wyandotte Street, directions  (opens Google Maps in a new tab)

Source records

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

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.

The spring 2026 CAASPP records we hold have no English or math rows for this school. Its earlier results are under Every tested year.

Every tested year2016–2023 · rates, tested counts, and each grade

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.

English and math by test year · all tested grades

Year · subjectStudents with scoresExceededMet or exceeded
2023 · English0——
2023 · Math0——
2016 · English0——
2016 · Math0——

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
2023 · Grade 4 · English0—
2023 · Grade 4 · Math0—
2016 · Grade 3 · English0—
2016 · Grade 3 · Math0—

“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
Schoolwide0————

CAST is California’s science test, reported apart from English and math.

Graduation and readinessstate records · each rate for its own year and class of students
MeasureSource record
This school · CCI overall PreparedCDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared percentage and Prepared count not reported in this school row · denominator 7 CCI students.
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate unavailable · AP-pathway numerator unavailable · denominator unavailable (CCI Prepared students). This measure uses Prepared students as its denominator, not the whole CCI cohort; it is not an AP exam-taking rate or a count of AP courses offered. That cohort includes all students in the current four-year graduation cohort plus only Prepared fifth-year graduates from the prior cohort. In 2025 the pathway accepts two qualifying AP exams, two qualifying AP courses, or a combination of one of each in different subjects.

This CDE-reported school CCI record has its own population and period. It does not recalculate a SchoolScope score, factor, or rank.

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 · 54 in 100 → 2025–26 · 54 in 100 · 0 in 100
Suspension rate2024–25 · 0 of 71 → 2025–26 · 0 of 69 · 0.0 percentage points
Group2018–192025–26
Female48 in 10035 in 100
Male50 in 10077 in 100
Hispanic or Latino41 in 10059 in 100
White46 in 10044 in 100
Students with disabilities49 in 10054 in 100
English learners38 in 100—
Low-income42 in 10057 in 100
All students49 in 10054 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
MeasureThis school
AP offerednot reported
AP course countnot reported
AP enrollment (male/female)not reported
IB participationnot reported
Dual enrollmentnot offered
Algebra I in grade 8not reported
Calculus sections0
Physics sections0
Chemistry sections0
Reported male/female enrollment (CRDC)62

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

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$3,089 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 63

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 63

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 holders3.4%

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 91335 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 91335 area
MeasureEstimate
Median household income$80,143
Bachelor's degree or higher (adults 25+)30%
ZIP-area population74,526
Median age39.2 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 91335 →

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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