Community day school · Los Angeles Unified · Los Angeles, California

Tri-C Community Day

Los Angeles · 7–12 · 231 students (2024–25)

716 East 14th Street, Second Floor, 90021lausd.org ↗(213) 745-1901

Students come here by referral or placement rather than choosing among schools, so we publish its results without a rating.

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Shared campus · © OpenStreetMap

The California School Campus Database records Central High on this campus too; it gives each school the whole campus, so this drawing doesn’t show which buildings each uses.

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 probation, district or voluntary referral, including after an expulsion. Confirm placement with Los Angeles Unified. Evidence ↓

How many students reached the top test level here?

In grade 11, spring 2026, 3% scored Advanced in English (reading and writing) and 5% in math. 95% scored below the standard in English and 92% in math. Evidence ↓

How often do students miss school or get suspended?

88 in 100 students were chronically absent in 2025–26 (236 of 267), meaning they missed 10% or more of school days. 0.3% of students (1 of 356) were suspended at least once in 2025–26. Evidence ↓

Academic achievement

How did students here do on state tests?

In grade 11, spring 2026, 5% of the students tested scored Proficient or Advanced in English; 8% did in math.

State tests (CAASPP), grade 11, spring 2026

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

Source
Source
California’s state tests (CAASPP), California Department of Education, spring 2026
Students
all students tested in grade 11: 38 in English, 39 in math
Comparison
None shown: students here are placed rather than chosen, so other schools’ students are not a like group.
AdvancedProficientBelow the standard

English

Grade 11 · spring 2026 · 38 tested

Advanced
3%
Proficient
2%
Below the standard
95%

5% Proficient or Advanced in grade 11.

Math

Grade 11 · spring 2026 · 39 tested

Advanced
5%
Proficient
3%
Below the standard
92%

8% Proficient or Advanced in grade 11.

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

Have results changed?

English results were lower than in 2025; math results were similar. English went from 17% to 5% and math from 5% to 8%.

English · top two levels · grade 11

202517%58 tested
→
20265%38 tested

This school

Math · top two levels · grade 11

20255%55 tested
→
20268%39 tested

This school

Each year is a different group of students.

Ask: How do you help students strengthen their skills while keeping graduation and post-school plans on track?

All four levelsThe state’s test levels Advanced, Proficient, the Developing level (formerly Nearly met) and Minimal, with tested counts
Share of students tested at each level, spring 2026
StudentsAdvancedProficientDeveloping levelMinimalTested
English, grade 11 · This school3%2%19%76%38
Math, grade 11 · This school5%3%0%92%39

Below the standard combines the state’s Developing and Minimal levels, its two lowest. Data source: California Department of Education, spring 2026.

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

Results since 20178 tested years shown

Chart and table: 2017–2026.

English top two levels, grade 11
This school
0%50%100%2017202220265%
Math top two levels, grade 11
This school
0%50%100%2017202220268%

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

In grade 11, the share at the state’s top two levels in English went from 6% in 2017 to 5% in 2026. In math, it went from 0% in 2017 to 8% in 2026. Each year is a different group of students.

Each year’s results and tested counts

English · top two levels · grade 11
YearThis school
20176%
16 tested
20180%
25 tested
20196%
36 tested
20220%
27 tested
202310%
41 tested
202414%
64 tested
202517%
58 tested
20265%
38 tested
Math · top two levels · grade 11
YearThis school
20170%
17 tested
20180%
25 tested
20190%
36 tested
20225%
37 tested
20230%
40 tested
20240%
62 tested
20255%
55 tested
20268%
39 tested

What you can do

Who can act on Tri-C Community Day’s results?

The state has Tri-C Community Day in its most intensive support; Los Angeles Unified’s board decides its plan.

Students at Tri-C Community Day are placed here by probation, district or voluntary referral, including after an expulsion.

What has the state flagged?

2025–26 is its 4th year in a row in this support. The state named it for its graduation rate. This support comes with a school improvement plan, which must use approaches with evidence behind them and look at how money and staff are divided among schools. Ask the principal to see the school improvement plan.

Federal designation under the Every Student Succeeds Act, 2025–26. Source 

The state is giving Los Angeles Unified extra help in 2026. It qualified on the 2025 California School Dashboard. The county office must help the district for at least three years, including a review of its yearly plan.

Extra help for Los Angeles Unified: CDE’s assistance status file for the 2025 California School Dashboard. Source 

When is the plan set, and how can you take part?

Los Angeles Unified’s board must adopt its yearly plan (LCAP) by July 1, after at least one public hearing at an earlier meeting.

How to take part

  • Watch the board’s agenda: the hearing is posted at least 72 hours ahead.
  • Send written comments on the actions and spending the plan proposes.
  • Raise questions through the district’s parent advisory committee; the superintendent must answer its comments in writing.
  • Read the midyear report, due by February 28.
  • Read Los Angeles Unified’s 2026–27 plan (LCAP, PDF) 

Life at school

How many students here graduate, and where do they go next?

35% of students graduated in four years in 2024–25.

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

The four-year rate counts regular high school diplomas only, not a certificate of completion. Ask how many students here finish with each, and what each one leads to.

Preparation · each measure describes a different student group

Graduated in four years

35%

2024–25 · 38 of 110 students who started 9th grade together

Ready for college or career (state measure)

2%

2024–25 · 2 of 110 students in the state’s measure

Finished the UC/CSU course list

32%

2024–25 · 12 of 38 graduates finished the UC/CSU course list

Destinations · class of 2023

Where students who finished high school went

10% enrolled in college within 12 months · 40 students who finished high school

  • University of California0 · 0%
  • California State University1 · 3%
  • California community college3 · 7%
  • In-state private0 · 0%
  • Out-of-state, 4-year0 · 0%
  • Out-of-state, 2-year0 · 0%
  • Not enrolled36 · 90%

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

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

Where these figures come fromEach measure’s source, student group and definition
Graduated in four years
2024–25 · 38 of 110 students who started 9th grade together. California Department of Education, adjusted cohort graduation records.
Ready for college or career (state measure)
2024–25 · 2 of 110 students in the state’s measure. California Department of Education, College/Career Indicator (CCI), overall “Prepared” rate, among the students in the indicator’s group. Prepared is CDE’s overall classification, not AP participation or a college admission rate.
Finished the UC/CSU course list
2024–25 · 12 of 38 graduates finished the UC/CSU course list. California Department of Education, A–G completion records (graduates who met the UC/CSU course requirements). Course completion is separate from college enrollment.
Where students who finished high school went
CDE college-going records, class of 2023. College enrollment is counted for 12 months after finishing high school and matched to college records, so this runs about two years behind. A dash is unavailable, not zero.

How often do students miss school or get suspended?

88 in 100 students were chronically absent in 2025–26. That means they missed 10% or more of school days. 0.3% of students were suspended at least once in 2025–26.

Source
Source
CDE chronic absenteeism and suspension files, 2025–26
Students
chronic absence: 236 of 267 students counted for it; suspension: 1 of 356 students enrolled during the year

Chronically absent, 2025–26

88 in 100This school

236 of 267 students were chronically absent, meaning they missed 10% or more of school days.

Suspensions, 2025–26

0.3%

of students were suspended at least once (1 of 356).

Ask: How does the school bring back students who are missing school, and what has it changed?

What people say

What do students, families and staff say?

LAUSD School Experience Survey, 2025–26

This schoolEach bar 0–100%

Students

141 of 171 students answered (82%) · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question76%141 answered
Belonging · average of 6 questions71%135–141 answered each
Caring adults · average of 8 questions75%135–141 answered each
Engagement · average of 6 questions60%136–140 answered each
High expectations · average of 3 questions78%137 answered
Bullied 2 or more times in the past 30 days · average of 5 questions5%139–141 answered eachShare who said it happened to them 2 or more times in the past 30 days. A lower share means fewer reported it.
All 46 student questionseach with its answer count
QuestionHereAnswers
Safety
I feel safe in this school or in online school sessionsShare who agreed or strongly agreed76%141
Belonging
This school is a supportive and inviting place for students to learnShare who agreed or strongly agreed77%135
I am happy to be at this schoolShare who agreed or strongly agreed67%141
I feel like I am part of this schoolShare who agreed or strongly agreed71%140
I feel accepted for who I am at this schoolShare who agreed or strongly agreed76%140
Most kids at this school are kind to each otherShare who agreed or strongly agreed70%140
LGBTQ (lesbian, gay, bisexual, transgender, and/or queer) students at this school are acceptedShare who agreed or strongly agreed61%141
Caring adults
Teachers go out of their way to help studentsShare who agreed or strongly agreed79%137
The teachers at this school treat students fairlyShare who agreed or strongly agreed80%139
Teachers care if I'm absent from schoolShare who agreed or strongly agreed78%138
Adults at this school treat all students with respectShare who agreed or strongly agreed82%141
There is an adult at my school whom I trust and can talk to no matter what is bothering meShare who agreed or strongly agreed63%137
There is at least one adult at my school who supports meShare who agreed or strongly agreed69%135
Teachers at my school know meShare who agreed or strongly agreed71%136
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 agreed77%141
Engagement
Teachers give students a chance to take part in classroom discussions or activitiesShare who agreed or strongly agreed81%136
My teachers make learning funShare who agreed or strongly agreed60%136
Students have a voice in decision making at this schoolShare who agreed or strongly agreed66%140
Teachers encourage students to make decisionsShare who agreed or strongly agreed72%137
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 agreed44%140
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 agreed36%140
High expectations
In my classes, my teachers tell me how I can make my work betterShare who agreed or strongly agreed85%137
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 agreed82%137
Adults at this school have helped me learn the details of getting into college (completing applications, financial aid, etc)Share who agreed or strongly agreed69%137
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 it5%141
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 it7%140
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 it4%141
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 it2%139
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 it5%141
Other questions
The teachers at this school grade me fairlyShare who agreed or strongly agreed83%136
Students know how they are expected to actShare who agreed or strongly agreed67%140
Adults at this school clearly inform students what would happen if they break school rulesShare who agreed or strongly agreed75%139
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—118
I can change my intelligence with hard workShare who answered “Mostly true” or “Completely true”69%137
I can increase my intelligence by challenging myselfShare who answered “Mostly true” or “Completely true”72%136
I am capable of learning anythingShare who answered “Mostly true” or “Completely true”74%137
I feel safe in the neighborhood around this schoolShare who agreed or strongly agreed64%141
I can do well on all my tests, even when they're difficultShare who answered “Mostly confident” or “Completely confident”47%136
I can master the hardest topics in my classesShare who answered “Mostly confident” or “Completely confident”43%137
I can meet all the learning goals my teachers setShare who answered “Mostly confident” or “Completely confident”55%137
I came to class preparedShare who answered “Often” or “Almost all the time”67%139
I remembered and followed directionsShare who answered “Often” or “Almost all the time”85%139
I paid attention, even when there were distractionsShare who answered “Often” or “Almost all the time”76%138
How well did you get along with students who are different from you?Share who answered “Got along pretty well” or “Got along extremely well”70%141
When others disagreed with you, how respectful were you of their views?Share who answered “Quite respectful” or “Extremely respectful”78%138
How carefully did you listen to other people's points of view?Share who answered “Quite carefully” or “Extremely carefully”74%141

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

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

Middle grades

33 of 33 staff answered (100%), 17 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question91%32 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions92%33 answered
High expectations · average of 2 questions95%32–33 answered each
Bullying called a mild or insignificant problem · 1 question88%33 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 answers91%32
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed94%33
Adults at this school treat all students with respectShare who agreed or strongly agreed91%33
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed91%33
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed100%32
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem88%33
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed88%33
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed91%33
I get the help I need to communicate with parentsShare who agreed or strongly agreed85%33
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed94%33
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers85%33
At this school, parents treat me with respect.Share who agreed or strongly agreed88%33
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed85%33
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed82%33
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”94%32
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”78%32
Students treat adults at this school with respectShare who agreed or strongly agreed81%32
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed81%32
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed78%32
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem94%32
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—17
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—17
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—17
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—12
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”—13
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—13
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—13
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—13
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—13
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—17
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—16
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—16
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—16
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”—16
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—17
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—17
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—17
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—17
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—17
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—17
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—17
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—17

“—” 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

33 of 33 staff answered (100%), 17 of them teachers · share who agreed or strongly agreed, unless a row says otherwise

Safety · 1 question91%32 answeredShare giving one of the two most positive answers.
Caring adults · average of 2 questions92%33 answered
High expectations · average of 2 questions95%32–33 answered each
Bullying called a mild or insignificant problem · 1 question88%33 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 answers91%32
Caring adults
At this school, decisions are made based on students’ needs and interestsShare who agreed or strongly agreed94%33
Adults at this school treat all students with respectShare who agreed or strongly agreed91%33
High expectations
This school sets high standards for academic performance for all studentsShare who agreed or strongly agreed91%33
This school emphasizes teaching lessons in ways relevant to studentsShare who agreed or strongly agreed100%32
Bullying called a mild or insignificant problem
Harassment or bullying among studentsShare who called it a mild or insignificant problem88%33
Other questions
I have the materials I need to do my job wellShare who agreed or strongly agreed88%33
Generally speaking, my technology issues are resolved within an acceptable time periodShare who agreed or strongly agreed91%33
I get the help I need to communicate with parentsShare who agreed or strongly agreed85%33
The child abuse training I receive adequately prepares me to address child abuse at my schoolShare who agreed or strongly agreed94%33
I feel safe in the neighborhood around my schoolShare giving one of the two most positive answers85%33
At this school, parents treat me with respect.Share who agreed or strongly agreed88%33
This school is a supportive and inviting place for staff to workShare who agreed or strongly agreed85%33
This school promotes personnel participation in decision-making that affects the school practices and policiesShare who agreed or strongly agreed82%33
How many adults at this school support and treat each other with respect?Share who answered “Most adults” or “Nearly all adults”94%32
How many adults at this school feel a responsibility to improve this school?Share who answered “Most adults” or “Nearly all adults”78%32
Students treat adults at this school with respectShare who agreed or strongly agreed81%32
This school clearly communicates to students the consequences of breaking school rulesShare who agreed or strongly agreed81%32
This school effectively handles student discipline and behavioral problemsShare who agreed or strongly agreed78%32
Racial/ethnic conflict among studentsShare who called it a mild or insignificant problem94%32
The curriculum at this school is focused on helping students get ready for college (teachers)Share who agreed or strongly agreed—17
Teachers expect most students in this school to go to college (teachers)Share who agreed or strongly agreed—17
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—17
The MyPGS informal observation process has helped me improve my teaching (teachers)Share who agreed or strongly agreed—12
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”—13
I use ELPAC scores to plan instruction for my English learner students (teachers)Share who agreed or strongly agreed—13
I know how to determine progress towards reclassification for my students who are English Learners (teachers)Share who agreed or strongly agreed—13
I know how to provide targeted instruction for English Learners who are not making progress towards reclassification (teachers)Share who agreed or strongly agreed—13
I know which of my students are long-term English learners (LTELs) (teachers)Share who agreed or strongly agreed—13
Observed the instruction of my colleagues to get ideas for my own instruction (teachers)Share who answered “Twice a month” or “Weekly”—17
With my colleagues, I examined evidence of student understanding/mastery (e g , test data, student) (teachers)Share who answered “Twice a month” or “Weekly”—16
Worked in grade-level or department-level teams to review and align grading practices (teachers)Share who answered “Twice a month” or “Weekly”—16
Teachers meet to examine student performance data (teachers)Share who answered “Once a week” or “Twice a week or more”—16
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”—16
I have received training to effectively integrate technology into my instruction to address students' diverse learning styles (teachers)Share who agreed or strongly agreed—17
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—17
I integrate technology into my instructional practices to meet the needs of my students (teachers)Share who agreed or strongly agreed—17
I feel confident integrating technology into my instruction (teachers)Share who agreed or strongly agreed—17
What I learn in our school professional development meetings addresses my students' needs (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has made a positive impact on my teaching practice (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has helped me improve students’ engagement in my class (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has helped me improve my students' learning outcomes (teachers)Share who agreed or strongly agreed—17
The professional development I received this year has improved collaboration and teamwork with my colleagues (teachers)Share who agreed or strongly agreed—17
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—17
The professional development I received this year has helped me to develop differentiated instruction for students (teachers)Share who agreed or strongly agreed—17
I enjoy teaching at this school (teachers)Share who agreed or strongly agreed—17

“—” 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 Tri-C Community Day 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

How do kids like mine do here?

Student groups, grade 11, spring 2026

Source
Source
California Department of Education, CAASPP research file, spring 2026
Students
grade 11; each row gives its tested count. Low-income is CDE’s “socioeconomically disadvantaged”.
Comparison
California: the same group in the same grades, CDE’s rows for the whole state combined and weighted by students tested (our calculation).
Tri-C Community DaySame group, California
  • Low-income33 tested9%Same group, California 23%
  • Hispanic or Latino32 tested6%Same group, California 21%

Proficient or Advanced, grade 11 math, spring 2026. In English the same groups run from 3% to 3%; every value is in the table below.

Who are the students?

2025–26 · students counted
1. Hispanic or Latino: 86%2. Black or African American: 11%Unallocated share: 3%. 100% minus available shares; not a student group.Reported shares2025–26
  1. Hispanic or Latino86%
  2. Black or African American11%
  3. White—
  4. Asian—
  5. Filipino—
  6. Two or more races—
  7. American Indian or Alaska Native—
  8. Pacific Islander—
  9. Not reported—
  10. Unallocated share3%
A dash means the share isn’t available; it isn’t zero. The unallocated share is what’s left after the shares we have; it isn’t a student group. Source and comparisons: the full student mix below.

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

29% 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 · 10 of 34 English learners29%

Shown as reported, with no comparison. It counts students moving up the test’s levels, so a student can count here before becoming fluent. Data source: California Department of Education, 2026 Dashboard ↗.

Who are the families and teachers?

96%of students qualified for free or reduced-price meals in 2024–25, 222 of 231.

17teachers, 2024–25

20 yearsaverage experience, 2024–25

0%in their first year, 2024–25

40%of teaching positions with proper credential and placement, 2021–22

Ask: How does the school set learning goals for each student placed here, and how does it share progress with families?

All group results, district comparisons and sources
Proficient or Advancedgrade 11 · spring 2026
Group and subjectHerevs Los Angeles Unifiedvs California
Low-income · 33 tested
English3%−5154%−4649%
Math9%−1726%−1423%
Hispanic or Latino · 32 tested
English3%−5053%−4649%
Math6%−1925%−1521%

Each gap is to the same group, grades and subject: in Los Angeles Unified, and across California.

Students with disabilities: fewer than 30 tested here. No published rate here for Asian, Black or African American, Filipino, White, American Indian or Alaska Native, Pacific Islander, homeless and military-family students, students of two or more races, English learners 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 Latino86%
Black or African American11%
White—
Asian—
Filipino—
Two or more races—
American Indian or Alaska Native—
Pacific Islander—
Not reported—

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

How the credential rate is counted

CDE SARC report 2024–25, measured 2021–22: 40% of teaching positions, 8.1 properly credentialed teaching-position FTE out of 20.4 total position FTE. This measures positions, not individual teachers.

Next steps

How are students placed here?

Confirm placement with Los Angeles Unified.

School website: lausd.org ↗Office: (213) 745-1901Administrator: Leigh Orr

Location and visiting

Get directions  (opens Google Maps in a new tab)
716 East 14th Street, Second Floor, Los Angeles 90021

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

Questions for your visit

  1. How do you help students strengthen their skills while keeping graduation and post-school plans on track?
  2. How does the school help students who don’t go to college plan what comes next?
  3. How does the school bring back students who are missing school, and what has it changed? 88 in 100 chronically absent, 2025–26 (236 of 267 students)
  4. Does the school share its survey results with families, and what has it changed because of them?
  5. Which courses and career pathways does the school run, and who can enroll?
  6. What support is available when a student falls behind on graduation requirements?

Office (213) 745-1901716 East 14th Street, Second Floor, directions  (opens Google Maps in a new tab)

Source records

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

Results by gradeEnglish and math · grade 11 · spring 2026 · % of tested students

What each level means: California's level descriptions.

English · 2025–26 results by grade

Share of students tested, spring 2026
EnglishTestedAdvancedProficientDeveloping levelMinimalProficient or Advanced
Grade 11383%2%19%76%5%

Math · 2025–26 results by grade

Share of students tested, spring 2026
MathTestedAdvancedProficientDeveloping levelMinimalProficient or Advanced
Grade 11395%3%0%92%8%

A grade the school doesn't teach has no row. “Suppressed” marks a result CDE blanks because fewer than 11 students tested (CDE’s reporting rule); “none tested” marks a grade CDE lists with no students tested; “not on file” marks a result missing from the records we hold. None of them means zero.

Every tested year2017–2026 · rates, tested counts, and each grade

English and math by test year · all tested grades

Year · subjectStudents with scoresTop levelTop two levels
2026 · English383%5%
2026 · Math395%8%
2025 · English580%17%
2025 · Math555%5%
2024 · English640%14%
2024 · Math620%0%
2023 · English415%10%
2023 · Math400%0%
2022 · English270%0%
2022 · Math370%5%
2019 · English360%6%
2019 · Math360%0%
2018 · English250%0%
2018 · Math250%0%
2017 · English160%6%
2017 · Math170%0%

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

Earlier years · grade and subject

Year · grade · subjectStudents with scoresMet or exceeded
2025 · Grade 11 · English5817%
2025 · Grade 11 · Math555%
2024 · Grade 11 · English6414%
2024 · Grade 11 · Math620%
2023 · Grade 11 · English4110%
2023 · Grade 11 · Math400%
2022 · Grade 11 · English270%
2022 · Grade 11 · Math375%
2019 · Grade 11 · English366%
2019 · Grade 11 · Math360%
2018 · Grade 8 · English——
2018 · Grade 11 · English250%
2018 · Grade 8 · Math——
2018 · Grade 11 · Math250%
2017 · Grade 11 · English166%
2017 · Grade 11 · Math170%

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

Science (CAST)schoolwide · spring 2026
Science (CAST)TestedAdvancedProficientDeveloping levelMinimal
Schoolwide470%2%64%34%

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.

Student groups: test resultsEnglish · spring 2026
Group · EnglishTestedProficient or Advanced
Low-income333%
Hispanic or Latino323%

Shown as reported, with no comparison: students here are placed rather than chosen.

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 · 85 in 100 → 2025–26 · 88 in 100 · +3 in 100
Suspension rate2024–25 · 0 of 400 → 2025–26 · 0.3% (1 of 356) · +0.3 percentage points
Group2018–192025–26
Female87 in 10097 in 100
Male83 in 10084 in 100
Black or African American84 in 10097 in 100
Hispanic or Latino85 in 10087 in 100
White50 in 100—
Students with disabilities84 in 10090 in 100
English learners90 in 10084 in 100
Foster youth74 in 100—
Homeless88 in 10096 in 100
Low-income84 in 10088 in 100
All students84 in 10088 in 100

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

Graduation and readinessstate records · each rate for its own year and class of students
MeasureSource record
This school · CCI overall PreparedCDE College/Career Indicator · CCI source year 2025 · all students · all students in the current four-year graduation cohort, plus only Prepared fifth-year graduates from the prior cohort. Overall CCI Prepared rate 2% · numerator 2 students classified Prepared · denominator 110 CCI students.
AP pathway among CCI Prepared studentsCDE College/Career Indicator · CCI source year 2025 · all students · AP pathway rate 0% · AP-pathway numerator 0 · denominator 2 (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.

Graduation rate
34%
AP route, among those ready for college or career
0%
2025 CDE CCI cohort · AP courses, exams, or both; share of students ready for college or career (CDE’s “Prepared”), not course offerings
Finished the UC/CSU course list (A–G)
32%
A–G are the 15 courses (across 7 subjects) required for UC/CSU eligibility
College-going rate
10%

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

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 sections26
Reported male/female enrollment (CRDC)260

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

College destinationsclass of 2023 · state college-going records, 12 months after graduation
DestinationCompleters% (derived)
University of California00%
California State University13%
California community college37%
In-state private00%
Out-of-state, 4-year00%
Out-of-state, 2-year00%
Not enrolled3690%

40 students who finished high school, class of 2023 · state-reported college-going rate 10% · % column is computed by SchoolScope (count ÷ all who finished high school; CDE calls them completers), not a CDE-native rate · an unavailable or suppressed cell is marked as missing; a reported zero remains distinct · source: CDE 12-mo CGR, 2023 cohort (the newest published), National Student Clearinghouse match.

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

Per-pupil spending

District · current expense$18,180 per pupil

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

California · selected district mean$14,491 per pupil

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

School-level federal expenditures$951 per pupil

CDE ESSA · school-attributed per-pupil record · FY 2024–25 (2025) · source denominator: 231

Central federal expenditures attributed here$553 per pupil

CDE ESSA · central expenditures attributed to this school · FY 2024–25 (2025) · source denominator: 231

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 holders4.8%

CDE 2024–25 SARC, Teacher Preparation and Placement table; measured school year 2021–22. Share of reported school teaching-position full-time equivalents assigned to properly assigned intern credential holders. A reported 0.0% is shown; unavailable rates are omitted. This is a position share, not a count of current teachers or of emergency permits.

The surrounding ZIP codeCensus Bureau survey, 2020–2024 · ZIP 90021 · not the school’s students
American Community Survey 5-year estimates · 2020–2024 · ZIP 90021 area
MeasureEstimate
Median household income$32,222
Bachelor's degree or higher (adults 25+)23%
ZIP-area population2,897
Median age40.5 years

Source: U.S. Census Bureau, American Community Survey, 2020–2024 5-year estimates. Median household income covers the past 12 months and is reported in 2024 inflation-adjusted dollars. Bachelor's degree or higher uses adults age 25 and over as its population. A dash is unavailable, not zero; a reported zero remains zero. ZIP-area figures do not establish the school's attendance area or describe its enrolled students. See all schools in ZIP code 90021 →

Downloads and methodologyCSV · sources · corrections

Data sources: public data sources, including the California Department of Education · state tests (CAASPP) 2025–26 · 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 · federal civil rights data (CRDC) 2023–24, a past snapshot · state college-going records, class of 2023, matched to National Student Clearinghouse enrollment · Los Angeles Unified School District School Experience Survey 2025–26 · Data updated October 15, 2026

How we analyze · Request a correction