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Culver City High School in Culver City, CA
(09-12 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in California) from 0 (worst) to 100 (best) is 75
Address
 4401 Elenda St.
Culver City, CA 90230
Telephone
(310) 842-4200
(make sure to verify first before calling)
City-data.com school rating
75
Students
2,082
Classroom Teachers (FTE)
84.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
576
Reduced-price lunch
eligible students
170
School district
Culver City Unified
Charter school
No
Title I status
Title I targeted assistance eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
El Marino Elementary (1.1 miles):

94
Farragut Elementary (0.2 miles):

93
Culver City Middle (0.1 miles):

78
Culver City High School:

75
El Rincon Elementary (1.1 miles):

62
La Ballona Elementary (0.6 miles):

58
Culver City Unified School District iAcademy (0.1 miles):

50
Magnolia Science Academy 6 (1.2 miles):

40
Stoner Avenue Elementary (1.1 miles):

17
Culver City High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Culver City:

68
Culver City High School:

75

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,082
Enrollment in 2015: 2,092
Enrollment in 2014: 2,085
Enrollment in 2013: 2,187
Enrollment in 2012: 2,268
Enrollment in 2011: 2,300
Enrollment in 2010: 2,324
Enrollment in 2009: 2,308
Enrollment in 2008: 2,154
Enrollment in 2007: 2,195
Enrollment in 2006: 2,244
Enrollment in 2005: 2,101
Enrollment in 2004: 2,134
Enrollment in 2003: 1,979
Enrollment in 2002: 1,821
Enrollment in 2001: 1,854
Enrollment in 2000: 1,790
Enrollment in 1999: 1,695

Culver City High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students5555455014812,082
Female students2672812692511,068
Male students2882642322301,014
American Indian/Alaska Native students351110
Asian students59716864262
Hispanic students216203201196816
Black students117115103111446
White students141135115100491
Hawaiian Native/Pacific Islander students15219
Two or More Races students181111848

Enrollment by grade:
9th grade enrollment: 555
10th grade enrollment: 545
11th grade enrollment: 501
12th grade enrollment: 481

Culver City High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 1,068 (51.3%)
Here:

51.3%
California:

49.4%
Male enrollment: 1,014 (48.7%)
Culver City High School:

48.7%
State:

49.6%

Culver City High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 10 (0.5%)
Culver City High School:

0.5%
California:

1.0%
Asian enrollment: 262 (12.6%)
Culver City High School:

12.6%
California:

9.4%
Hispanic enrollment: 816 (39.2%)
School:

39.2%
State:

46.0%
Black enrollment: 446 (21.4%)
Here:

21.4%
State:

6.1%
White enrollment: 491 (23.6%)
Here:

23.6%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 9 (0.4%)
Culver City High School:

0.4%
California:

0.6%
Two or More Races enrollment: 48 (2.3%)
Here:

2.3%
California:

4.5%

Culver City High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 746 (35.8%)
School:

35.8%
California:

61.2%
Free lunch eligible students: 576 (27.7%)
Here:

27.7%
California:

52.8%
Reduced-price lunch eligible students: 170 (8.2%)
School:

8.2%
State:

8.6%

Culver City High School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 84

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 1
Number of FTE school counselors: 5
Number of FTE teachers who were absent more than 10 school days during the school years: 39
Number of FTE sworn law enforcement officers: 1
Number of FTE security guards: 3
Number of FTE nurses: 1
Number of FTE psychologists: 1
Number of FTE social workers: 1

Student/Teacher Ratio
Culver City High School:

24.8
State:

22.8

Culver City High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $8,397,957
  • Full-time Equivalency Count of Teachers: 76.6 (Salary Expenditures: $5,701,167)
  • Full-time Equivalency Count of Support Services Staff: 26 (Salary Expenditures: $2,115,270)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $581,520)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $657,878
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $8,725,240
  • Salary Expenditures for Teachers: $5,701,167
  • Full-time Equivalency Count of Instructional Aides: 13 (Salary Expenditures: $327,282)
  • Full-time Equivalency Count of Support Services Staff: 26 (Salary Expenditures: $2,115,270)
  • Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $581,520)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $662,813

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic34
  • Asian8
  • Black2
  • White10
  • Multirace2
  • IDEA10
Students Enrolled in LEP Programs: 56 (male: 35, female: 21)
  • Hispanic: 34 (male: 20, female: 14)
  • Asian: 8 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic38
  • Asian4
  • Black32
  • White41
  • Multirace4
  • LEP11
Students with disabilities served under IDEA: 119 (male: 80, female: 39)
  • Hispanic: 38 (male: 25, female: 13)
  • Asian: 4 (all male)
  • Black: 32 (male: 19, female: 13)
  • White: 41 (male: 28, female: 13)
  • Two or More Races: 4 (all male)
  • Limited English Proficiency (LEP): 11 (male: 7, female: 4)

    Students with disabilities served under Section 504

  • Hispanic10
  • Black10
  • White19
  • Multirace2
Students with disabilities served under Section 504: 41 (male: 23, female: 18)
  • Hispanic: 10 (male: 5, female: 5)
  • Black: 10 (male: 5, female: 5)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)

Gifted and Talented:
Show data for

(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.

    Gifted and Talented Student Enrollment

  • Hispanic64
  • American Indian2
  • Asian76
  • Native Hawaiian2
  • Black34
  • White172
  • Multirace4
  • IDEA4
Gifted and Talented Student Enrollment: 354 (male: 177, female: 177)
  • Hispanic: 64 (male: 35, female: 29)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 76 (male: 29, female: 47)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 34 (male: 17, female: 17)
  • White: 172 (male: 92, female: 80)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Gifted and Talented Student Enrollment per 1,000 students
Culver City High School:

170.0
California:

93.6

Statewide Student Assessments


Smarter Balanced Summative Assessments:
Show data for

(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.

The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.

    ELA Standard Met and Above

  • All78%
  • Males78%
  • Females78%
  • Black69%
  • Asian87%
  • Hispanic71%
ELA students tested: 476
ELA students with scores: 475

Percentage Standard Met and Above:

78%
California:

49%

Standard Not Met: 6.5%
Standard Nearly Met: 15.6%
Standard Met: 38.1%
Standard Exceeded: 39.8%

11th Grade: (Mean Scale Score: 2647.0, Students tested: 476, Standard Not Met: 6.5%, Nearly Met: 15.6%, Met: 38.1%, Exceeded: 39.8%)
6.5%
15.6%
38.1%
39.8%

Culver City High School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All35%
  • Males39%
  • Females32%
  • Black18%
  • Asian62%
  • Hispanic18%
  • White36%
Math students tested: 474
Math students with scores: 473

Percentage Standard Met and Above:

35%
State:

38%

Standard Not Met: 41.0%
Standard Nearly Met: 23.7%
Standard Met: 18.4%
Standard Exceeded: 16.9%

11th Grade: (Mean Scale Score: 2586.6, Students tested: 474, Standard Not Met: 41.0%, Nearly Met: 23.7%, Met: 18.4%, Exceeded: 16.9%)
41.0%
23.7%
18.4%
16.9%

Culver City High School - Math Area Achievement Levels (all grades)


Paper-based CAASPP:
Show data for

(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:

California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.

CST Science students tested: 510
CST Science students with scores: 508

Percentage At Or Above Proficient:

66%
California:

54%

Percentage Far Below Basic: 3.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 24.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 33.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 33.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 378.1, Students tested: 510, Far Below Basic: 3.0%, Below Basic: 7.0%, Basic: 24.0%, Proficient: 33.0%, Advanced: 33.0%)
3.0%
7.0%
24.0%
33.0%
33.0%

California High School Exit Exam:
Show data for

(State average from 2,357 schools)
Beginning with the Class of 2006, students in California public schools were required to pass the California High School Exit Examination (CAHSEE) to demonstrate competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma. The content of the CAHSEE was based on content standards in English-language arts and mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE adopted the Common Core State Standards in English language arts and mathematics. The CAHSEE has been repealed. Assembly Bill 830 was chaptered into law by Governor Brown on October 10, 2017. This law eliminates the CAHSEE and removes it as a condition of receiving a diploma of graduation or a condition of graduation from high school.

Culver City High School - California High School Exit Exam results

2014-15 results for this school are based on 3 separate tests and combined using weighted average.

    Math Mean Scale Score

  • All394
  • Asian419
  • Hispanic365
  • Black384
  • White409
Math Mean Scale Score:

394
California:

374
Math Percentage Passed:

94%
State:

68%
Math Number Tested: 551
Math Number Passed: 517

Math Percent Correct compared to California average:
  • Probability & Statistics:

    79%
    State:

    69%
  • Number Sense:

    78%
    State:

    65%
  • Algebra & Functions:

    81%
    State:

    68%
  • Measurement & Geometry:

    77%
    California:

    64%
  • Algebra 1:

    68%
    California:

    58%

    ELA Mean Scale Score

  • All389
  • Asian416
  • Hispanic377
  • Black388
  • White410
ELA Mean Scale Score:

389
State:

370
ELA Percentage Passed:

86%
California:

68%
ELA Number Tested: 612
ELA Number Passed: 525

ELA Percent Correct compared to California average:
  • Reading - Word Analysis:

    84%
    State:

    76%
  • Reading - Reading Comprehension:

    81%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    81%
    California:

    75%
  • Writing - Writing Strategies:

    74%
    California:

    64%
  • Writing - Writing Conventions:

    76%
    State:

    69%

The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
9th grade: (Students tested: 490, Needs Improvement - High Risk: 95.5%, Needs Improvement: 2.7%, Healthy Fitness Zone: 1.8%)
95.5%
2.7%
1.8%
Body Composition:
9th grade: (Students tested: 490, Needs Improvement - High Risk: 79.0%, Needs Improvement: 11.8%, Healthy Fitness Zone: 9.2%)
79.0%
11.8%
9.2%
Abdominal Strength:
9th grade: (Students tested: 490, Needs Improvement - High Risk: 98.0%, Needs Improvement: 2.0%, Healthy Fitness Zone: 0.0%)
98.0%
2.0%
Trunk Extension Strength:
9th grade: (Students tested: 490, Needs Improvement - High Risk: 99.0%, Needs Improvement: 1.0%, Healthy Fitness Zone: 0.0%)
99.0%
1.0%
Upper Body Strength:
9th grade: (Students tested: 490, Needs Improvement - High Risk: 94.3%, Needs Improvement: 5.7%, Healthy Fitness Zone: 0.0%)
94.3%
5.7%
Flexibility:
9th grade: (Students tested: 490, Needs Improvement - High Risk: 98.2%, Needs Improvement: 1.8%, Healthy Fitness Zone: 0.0%)
98.2%
1.8%

California English Language Development Test:
Show data for

(State average from 9,932 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).

Culver City High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 78
Number of students who met CELDT criterion: 38

Students who met CELDT criterion:

49.0%
State:

34.0%
Grade 9:
Student Count: 23
Number of students who met CELDT criterion: 10

Students who met CELDT criterion:

43.0%
California:

33.0%
Listening Mean Scale Score:

564.2
State:

533.7
Reading Mean Scale Score:

586.0
California:

534.6
Speaking Mean Scale Score:

557.0
State:

515.1
Writing Mean Scale Score:

576.4
California:

513.2
Grade 10:
Student Count: 23
Number of students who met CELDT criterion: 9

Students who met CELDT criterion:

39.0%
California:

36.0%
Listening Mean Scale Score:

594.3
State:

556.8
Reading Mean Scale Score:

604.7
California:

555.2
Speaking Mean Scale Score:

567.9
California:

533.6
Writing Mean Scale Score:

549.6
California:

530.8
Grade 11:
Student Count: 20
Number of students who met CELDT criterion: 12

Students who met CELDT criterion:

60.0%
State:

45.0%
Listening Mean Scale Score:

584.4
California:

575.6
Reading Mean Scale Score:

579.8
State:

573.9
Speaking Mean Scale Score:

582.4
State:

550.8
Writing Mean Scale Score:

547.1
California:

544.5
Grade 12:
Student Count: 12
Number of students who met CELDT criterion: 7

Students who met CELDT criterion:

58.0%
California:

44.0%
Listening Mean Scale Score:

577.5
State:

564.9
Reading Mean Scale Score:

579.3
California:

567.0
Speaking Mean Scale Score:

565.5
State:

544.2
Writing Mean Scale Score:

536.5
State:

532.5

Accountability


Adequate Yearly Progress:
Show data for

(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Culver City High School - Adequate Yearly Progress status


ELA Participation Rate
Here:

98.0%
California:

96.3%

    ELA Participation Rate

  • Hispanic99
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian100
  • Black97
  • White97
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities94
  • Hispanic: 99% (tested 199 out of 201 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 99% (tested 56 out of 57 enrolled)
  • Filipino: 100% (tested 10 out of 10 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 97% (tested 100 out of 103 enrolled)
  • White: 97% (tested 108 out of 111 enrolled)
  • Two or More Races: 100% (tested 9 out of 9 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 195 out of 195 enrolled)
  • English Learners: 100% (tested 37 out of 37 enrolled)
  • Students with Disabilities: 94% (tested 31 out of 33 enrolled)

Math Participation Rate
Here:

97.0%
State:

96.1%

    Math Participation Rate

  • Hispanic98
  • American Indian100
  • Asian99
  • Filipino100
  • Native Hawaiian50
  • Black97
  • White98
  • Multirace89
  • SED98
  • LEP98
  • With Disabilities88
  • Hispanic: 98% (tested 197 out of 202 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 99% (tested 56 out of 57 enrolled)
  • Filipino: 100% (tested 10 out of 10 enrolled)
  • Native Hawaiian / Pacific Islander: 50% (tested 1 out of 2 enrolled)
  • Black: 97% (tested 100 out of 103 enrolled)
  • White: 98% (tested 109 out of 111 enrolled)
  • Two or More Races: 89% (tested 8 out of 9 enrolled)
  • Socioeconomic Disadvantaged: 98% (tested 192 out of 196 enrolled)
  • English Learners: 98% (tested 37 out of 38 enrolled)
  • Students with Disabilities: 88% (tested 29 out of 33 enrolled)

SAT/ACT:
Show data for

(State average from 9,846 schools)
The ACT Test (ACT) is a nationally recognized assessment used to indicate college readiness.
The SAT Reasoning Test (SAT) is a curriculum-based, college readiness test that assesses the academic skills and knowledge students acquire in high school and the ability to apply that knowledge.

Culver City High School - ACT/SAT scores

Percent of graduates taking the ACT:

38.0%
California:

30.9%
ACT Composite scores greater or equal to 21:

63.9%
California:

48.7%
Number of graduates: 481
Number of graduates taking the ACT: 183

Average ACT composite score:

23.0
State:

19.8
Average ACT English score:

23.0
California:

19.6
Average ACT mathematics score:

23.0
State:

20.5
Average ACT reading score:

24.0
California:

20.5
Average ACT science score:

23.0
California:

19.9
Percent of graduates taking the SAT:

62.6%
State:

54.4%
SAT scores greater or equal to 1500:

49.8%
California:

36.3%
Number of graduates: 481
Number of graduates taking the SAT: 301

Average Total SAT Score:

1,527
California:

1,374
Average SAT mathematics score:

512
California:

464
Average SAT critical reading score:

515
California:

459
Average SAT writing score:

500
California:

451

    SAT or ACT Test Participation

  • Hispanic118
  • American Indian2
  • Asian31
  • Native Hawaiian2
  • Black64
  • White52
  • Multirace28
  • LEP4
  • IDEA4
SAT or ACT Test Participation: 297 (male: 137, female: 160)
  • Hispanic: 118 (male: 56, female: 62)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 31 (male: 14, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 64 (male: 26, female: 38)
  • White: 52 (male: 26, female: 26)
  • Two or More Races: 28 (male: 11, female: 17)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Advanced Placement:
Show data for

(State average from 1,204 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).

Culver City High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 503
Number of students taking at least one AP exam: 572
Percent of students taking at least one AP exam:

113.0%
State:

94.1%
Number of AP exams with scores at or above 3: 850
Percent of AP exams with scores at or above 3:

70.4%
California:

46.6%

Health & Safety


Offenses:
(State average from 5,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 1

Incidents of physical attack or fight without a weapon: 32

Incidents of threats of physical attack with a weapon: 2
Incidents of threats of physical attack without a weapon: 8


Total incidents per 1,000 students
School:

20.7
California:

60.8

Harassment & Bullying:
Show data for

(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
Allegations of harassment or bullying on the basis of sex: 16
Allegations of harassment or bullying on the basis of sex per 1,000 students
Culver City High School:

7.7
California:

6.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic5
  • Black10
  • White2
  • LEP2
  • IDEA2
Students reported as harassed or bullied on the basis of sex: 17 (male: 2, female: 15)
  • Hispanic: 5 (all female)
  • Black: 10 (male: 2, female: 8)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all female)

    Students disciplined for bullying or harassment on the basis of sex

  • Hispanic7
  • Asian2
  • Black10
  • White4
  • Multirace2
  • IDEA4
Students disciplined for bullying or harassment on the basis of sex: 25 (male: 6, female: 19)
  • Hispanic: 7 (male: 2, female: 5)
  • Asian: 2 (all female)
  • Black: 10 (male: 2, female: 8)
  • White: 4 (male: 2, female: 2)
  • Two or More Races: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Allegations of harassment or bullying on the basis of race, color, or national origin: 5
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
Here:

2.4
California:

3.0

    Students reported as harassed or bullied on the basis of race, color, or national origin

  • Hispanic2
  • Asian2
  • Black4
  • LEP2
Students reported as harassed or bullied on the basis of race, color, or national origin: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students disciplined for bullying or harassment on the basis of race, color, or national origin

  • Asian2
  • Black7
  • White7
  • IDEA2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 16 (male: 12, female: 4)
  • Asian: 2 (all male)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Allegations of harassment or bullying on the basis of sexual orientation: 1
Allegations of harassment or bullying on the basis of sexual orientation per 1,000 students
School:

0.5
State:

1.5


Chronic Student Absenteeismt:
Show data for

(State average from 8,737 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic172
  • American Indian2
  • Asian43
  • Native Hawaiian4
  • Black97
  • White121
  • Multirace19
  • LEP19
  • IDEA61
  • 50413
Chronic Student Absenteeism: 458 (male: 222, female: 236)
  • Hispanic: 172 (male: 77, female: 95)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 43 (male: 23, female: 20)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 97 (male: 47, female: 50)
  • White: 121 (male: 65, female: 56)
  • Two or More Races: 19 (male: 8, female: 11)
  • Limited English Proficiency (LEP): 19 (male: 8, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 61 (male: 35, female: 26)
  • Section 504: 13 (male: 5, female: 8)
Chronic Student Absenteeism per 1,000 students
School:

220.0
State:

172.7

Restraint and Seclusion:
Show data for

(State average from 741 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Asian: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
School:

1.0
California:

11.7

Suspensions:
Show data for

(State average from 1,406 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).

    School days missed due to out-of-school suspension

  • Hispanic54
  • Asian44
  • Black31
  • White37
  • Multirace15
  • LEP22
  • IDEA35
School days missed due to out-of-school suspension: 181 (male: 127, female: 54)
  • Hispanic: 54 (male: 47, female: 7)
  • Asian: 44 (all male)
  • Black: 31 (male: 13, female: 18)
  • White: 37 (male: 22, female: 15)
  • Two or More Races: 15 (male: 1, female: 14)
  • Limited English Proficiency (LEP): 22 (all male)
  • Individuals With Disabilities Education Act (IDEA): 35 (male: 34, female: 1)
Instances of out-of-school suspension (Students without disabilities): 54

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

25.9
California:

84.8

    Students without disabilities receiving only one out-of-school suspension

  • Hispanic10
  • Asian2
  • Black19
  • White7
  • Multirace4
  • LEP5
Students without disabilities receiving only one out-of-school suspension: 42 (male: 25, female: 17)
  • Hispanic: 10 (male: 8, female: 2)
  • Asian: 2 (all male)
  • Black: 19 (male: 8, female: 11)
  • White: 7 (male: 5, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 5 (all male)

    Students without disabilities receiving more than one out-of-school suspension

  • Hispanic5
  • Black4
  • White2
  • Multirace2
  • LEP2
Students without disabilities receiving more than one out-of-school suspension: 13 (male: 7, female: 6)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 19

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Culver City High School:

9.1
State:

28.1
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
School:

0.5
State:

3.4

    Students with disabilities receiving only one out-of-school suspension

  • Hispanic2
  • Asian2
  • Black4
  • LEP2
Students with disabilities receiving only one out-of-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

    Students with disabilities receiving more than one out-of-school suspension

  • Hispanic2
  • Asian2
  • White2
  • LEP2
Students with disabilities receiving more than one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 2
  • Limited English Proficiency (LEP): 2

Expulsions:
Show data for

(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.

Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Culver City High School:

1.0
California:

2.8
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • White: 2

Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here:

1.0
State:

0.6

Classes & Courses


Algebra I:
Show data for

(State average from 1,182 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 16
Number of Algebra I classes taught by certified teachers: 15

    9-10th grade student enrollment in Algebra I

  • Hispanic205
  • American Indian2
  • Asian19
  • Native Hawaiian2
  • Black79
  • White58
  • Multirace13
  • LEP19
  • IDEA37
9-10th grade student enrollment in Algebra I: 378 (male: 204, female: 174)
  • Hispanic: 205 (male: 110, female: 95)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 19 (male: 11, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 79 (male: 44, female: 35)
  • White: 58 (male: 32, female: 26)
  • Two or More Races: 13 (male: 5, female: 8)
  • Limited English Proficiency (LEP): 19 (male: 11, female: 8)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 23, female: 14)

    9-10th grade studenst who passed Algebra I

  • Hispanic185
  • Asian20
  • Black74
  • White50
  • Multirace11
  • LEP17
  • IDEA29
9-10th grade studenst who passed Algebra I: 340 (male: 185, female: 155)
  • Hispanic: 185 (male: 103, female: 82)
  • Asian: 20 (male: 10, female: 10)
  • Black: 74 (male: 40, female: 34)
  • White: 50 (male: 28, female: 22)
  • Two or More Races: 11 (male: 4, female: 7)
  • Limited English Proficiency (LEP): 17 (male: 10, female: 7)
  • Individuals With Disabilities Education Act (IDEA): 29 (male: 19, female: 10)
Percent of 9-10th grade students who passed
Culver City High School:

89.9%
State:

72.5%
11-12th grade student enrollment in Algebra I: 11 (male: 7, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 2, female: 5)
11-12th studenst who passed Algebra I: 8 (all male)
  • Hispanic: 4
  • Black: 4
  • Individuals With Disabilities Education Act (IDEA): 4
Percent of 11-12th grade students who passed
School:

72.7%
California:

62.0%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 15
Number of Algebra II classes taught by certified teachers: 15

    Student Enrollment in Algebra II

  • Hispanic175
  • American Indian2
  • Asian64
  • Native Hawaiian2
  • Black106
  • White115
  • Multirace16
  • LEP4
  • IDEA7
Student Enrollment in Algebra II: 480 (male: 225, female: 255)
  • Hispanic: 175 (male: 71, female: 104)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 64 (male: 38, female: 26)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 106 (male: 50, female: 56)
  • White: 115 (male: 56, female: 59)
  • Two or More Races: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

Calculus:
Show data for
Calculus (college-preparatory) course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus.Typically, students have previously attained knowledge of precalculus topics (some combination of trigonometry, elementary functions, analytic geometry, and math analysis).
Number of Calculus classes: 3
Number of Calculus classes taught by certified teachers: 3

    Student Enrollment in Calculus

  • Hispanic37
  • American Indian2
  • Asian34
  • Native Hawaiian2
  • Black10
  • White31
  • LEP2
  • IDEA2
Student Enrollment in Calculus: 116 (male: 53, female: 63)
  • Hispanic: 37 (male: 17, female: 20)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 34 (male: 17, female: 17)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 10 (male: 5, female: 5)
  • White: 31 (male: 14, female: 17)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 14
Number of Geometry classes taught by certified teachers: 14

    Student Enrollment in Geometry

  • Hispanic148
  • American Indian4
  • Asian43
  • Native Hawaiian4
  • Black85
  • White94
  • Multirace13
  • LEP10
  • IDEA16
Student Enrollment in Geometry: 391 (male: 188, female: 203)
  • Hispanic: 148 (male: 71, female: 77)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 43 (male: 20, female: 23)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 85 (male: 35, female: 50)
  • White: 94 (male: 50, female: 44)
  • Two or More Races: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 10 (male: 8, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 16 (male: 11, female: 5)

Advanced Mathematics:
Show data for
Advanced mathematics (college-preparatory) courses cover the following topics: trigonometry, trigonometry/algebra, trigonometry / analytic geometry, trigonometry / math analysis, analytic geometry, math analysis, math analysis / analytic geometry, probability and statistics, and precalculus
Number of Advanced Mathematics classes: 15
Number of Advanced Mathematics classes taught by certified teachers: 15

    Student Enrollment in Advanced Mathematics

  • Hispanic145
  • American Indian4
  • Asian103
  • Native Hawaiian2
  • Black85
  • White142
  • Multirace7
  • LEP2
  • IDEA2
Student Enrollment in Advanced Mathematics: 488 (male: 192, female: 296)
  • Hispanic: 145 (male: 59, female: 86)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 103 (male: 41, female: 62)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 85 (male: 29, female: 56)
  • White: 142 (male: 59, female: 83)
  • Two or More Races: 7 (male: 2, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 23
Number of Biology classes taught by certified teachers: 23

    Student Enrollment in Biology

  • Hispanic214
  • American Indian2
  • Asian70
  • Native Hawaiian2
  • Black115
  • White142
  • Multirace25
  • LEP13
  • IDEA37
Student Enrollment in Biology: 570 (male: 282, female: 288)
  • Hispanic: 214 (male: 107, female: 107)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 70 (male: 35, female: 35)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 115 (male: 53, female: 62)
  • White: 142 (male: 74, female: 68)
  • Two or More Races: 25 (male: 11, female: 14)
  • Limited English Proficiency (LEP): 13 (male: 11, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 37 (male: 23, female: 14)

Chemistry:
Show data for
Chemistry (college-preparatory) courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid / base and oxidation / reduction reactions; and atomic structure.Chemical formulas and equations and nuclear reactions are also studied.
Number of Chemistry classes: 21
Number of Chemistry classes taught by certified teachers: 21

    Student Enrollment in Chemistry

  • Hispanic184
  • American Indian2
  • Asian79
  • Native Hawaiian2
  • Black112
  • White139
  • Multirace10
  • LEP4
  • IDEA4
Student Enrollment in Chemistry: 528 (male: 237, female: 291)
  • Hispanic: 184 (male: 77, female: 107)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 79 (male: 38, female: 41)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 112 (male: 50, female: 62)
  • White: 139 (male: 65, female: 74)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Physics:
Show data for
Physics (college-preparatory) courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy.The study of physics includes examination of sound, light, and magnetic and electric phenomena.
Number of Physics classes: 7
Number of Physics classes taught by certified teachers: 7

    Student Enrollment in Physics

  • Hispanic55
  • American Indian2
  • Asian49
  • Native Hawaiian2
  • Black22
  • White76
  • Multirace4
  • IDEA2
Student Enrollment in Physics: 210 (male: 108, female: 102)
  • Hispanic: 55 (male: 29, female: 26)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 49 (male: 26, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 22 (male: 8, female: 14)
  • White: 76 (male: 41, female: 35)
  • Two or More Races: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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