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Daniel Pearl Journalism & Communications Magnet School in Los Angeles, 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 54
Address
 6649 Balboa Blvd.
Los Angeles, CA 91406
Telephone
(818) 654-3775
(make sure to verify first before calling)
City-data.com school rating
54
Students
366
Classroom Teachers (FTE)
17.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
142
Reduced-price lunch
eligible students
63
School district
Los Angeles Unified
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
Yes
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
High Tech LA (0.4 miles):

87
Valley Alternative Magnet (0.1 miles):

66
Lemay Street Elementary (0.8 miles):

65
Daniel Pearl Journalism & Communications Magnet School:

54
Birmingham Community Charter High (0.4 miles):

37
Magnolia Science Academy 2 (0.5 miles):

29
William Mulholland Middle (0.3 miles):

28
Independence Continuation (0.2 miles):

15
Gault Street Elementary (0.5 miles):

10
Daniel Pearl Journalism & Communications Magnet School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Los Angeles:

36
This School:

54

Students & Teachers


Total enrollment:
Enrollment in 2016: 366
Enrollment in 2015: 402
Enrollment in 2014: 420
Enrollment in 2013: 384
Enrollment in 2012: 341
Enrollment in 2011: 313
Enrollment in 2010: 333

Daniel Pearl Journalism & Communications Magnet School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG09G10G11G12Total
All students101838993366
Female students50465249197
Male students51373744169
American Indian/Alaska Native students - - 123
Asian students106101036
Hispanic students56484941194
Black students656421
White students26222234104
Hawaiian Native/Pacific Islander students11 - - 2
Two or More Races students21126

Enrollment by grade:
9th grade enrollment: 101
10th grade enrollment: 83
11th grade enrollment: 89
12th grade enrollment: 93

Daniel Pearl Journalism & Communications Magnet School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 197 (53.8%)
Daniel Pearl Journalism & Communications Magnet School:

53.8%
State:

49.4%
Male enrollment: 169 (46.2%)
School:

46.2%
State:

49.6%

Daniel Pearl Journalism & Communications Magnet School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)
American Indian/Alaska Native enrollment: 3 (0.8%)
Here:

0.8%
State:

1.0%
Asian enrollment: 36 (9.8%)
Here:

9.8%
California:

9.4%
Hispanic enrollment: 194 (53.0%)
School:

53.0%
State:

46.0%
Black enrollment: 21 (5.7%)
Daniel Pearl Journalism & Communications Magnet School:

5.7%
State:

6.1%
White enrollment: 104 (28.4%)
Here:

28.4%
California:

28.3%
Hawaiian Native/Pacific Islander enrollment: 2 (0.5%)
Daniel Pearl Journalism & Communications Magnet School:

0.5%
State:

0.6%
Two or More Races enrollment: 6 (1.6%)
Daniel Pearl Journalism & Communications Magnet School:

1.6%
State:

4.5%

Daniel Pearl Journalism & Communications Magnet School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 205 (56.0%)
Daniel Pearl Journalism & Communications Magnet School:

56.0%
State:

61.2%
Free lunch eligible students: 142 (38.8%)
Daniel Pearl Journalism & Communications Magnet School:

38.8%
California:

52.8%
Reduced-price lunch eligible students: 63 (17.2%)
School:

17.2%
State:

8.6%

Daniel Pearl Journalism & Communications Magnet School - Lunch Program Eligibility


Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 17

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 2
Number of FTE nurses: 1
Number of FTE psychologists: 3

Student/Teacher Ratio
Daniel Pearl Journalism & Communications Magnet School:

21.5
California:

22.8

Daniel Pearl Journalism & Communications Magnet School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,712,184
  • Full-time Equivalency Count of Teachers: 16.4 (Salary Expenditures: $1,220,693)
  • Full-time Equivalency Count of Support Services Staff: 2.7 (Salary Expenditures: $270,851)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $220,640)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $51,948
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $2,061,867
  • Salary Expenditures for Teachers: $1,429,160
  • Full-time Equivalency Count of Instructional Aides: 2.8 (Salary Expenditures: $61,609)
  • Full-time Equivalency Count of Support Services Staff: 2.7 (Salary Expenditures: $336,868)
  • Full-time Equivalency Count of School Administration Staff: 3 (Salary Expenditures: $234,230)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $127,968

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic4
  • Asian2
  • White4
  • IDEA4
Students Enrolled in LEP Programs: 10 (male: 4, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Asian: 2 (all female)
  • White: 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, 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: 31 (male: 23, female: 8)
  • Hispanic: 20 (male: 16, female: 4)
  • White: 11 (male: 7, female: 4)
  • Limited English Proficiency (LEP): 4 (all male)

    Students with disabilities served under Section 504

  • Hispanic2
  • Black2
  • White2
  • Multirace2
Students with disabilities served under Section 504: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 2 (all male)
  • White: 2 (all male)
  • Two or More Races: 2 (all female)

Retention:
Show data for

(State average from 682 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained

    Total number of students retained in 9th grade

  • Hispanic4
  • Native Hawaiian2
  • Black2
  • White5
  • LEP4
  • IDEA4
  • 5042
Total number of students retained in 9th grade: 13 (male: 9, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 2 (all female)
  • White: 5 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 2 (all male)

Percent of 9th grade students retained
School:

12.9%
State:

24.2%
Total number of students retained in 10th grade: 6 (male: 4, female: 2)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 2 (all male)

Percent of 10th grade students retained
Daniel Pearl Journalism & Communications Magnet School:

7.2%
State:

24.4%

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

  • Hispanic43
  • American Indian2
  • Asian7
  • Black4
  • White34
  • Multirace4
  • IDEA4
Gifted and Talented Student Enrollment: 94 (male: 39, female: 55)
  • Hispanic: 43 (male: 14, female: 29)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 2, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 17, female: 17)
  • 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
Here:

256.8
State:

84.3

Dual Enrollment:
(State average from 525 schools)
This school has students in grades 9-12 enrolled in a dual enrollment / dual credit program
Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school.These programs are for high school - enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework.For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.
Dual Enrollment: 2 (all female)
  • Hispanic: 2

Dual Enrollment per 1,000 students
School:

5.5
State:

104.8

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

  • All62%
  • Males48%
  • Females73%
  • Hispanic53%
ELA students tested: 68
ELA students with scores: 68

Percentage Standard Met and Above:

62%
California:

49%

Standard Not Met: 10.3%
Standard Nearly Met: 27.9%
Standard Met: 27.9%
Standard Exceeded: 33.8%

11th Grade: (Mean Scale Score: 2622.7, Students tested: 68, Standard Not Met: 10.3%, Nearly Met: 27.9%, Met: 27.9%, Exceeded: 33.8%)
10.3%
27.9%
27.9%
33.8%

Daniel Pearl Journalism & Communications Magnet School - ELA Area Achievement Levels (all grades)

    Math Standard Met and Above

  • All29%
  • Males19%
  • Females38%
  • Hispanic10%
Math students tested: 68
Math students with scores: 68

Percentage Standard Met and Above:

29%
State:

38%

Standard Not Met: 32.4%
Standard Nearly Met: 38.2%
Standard Met: 22.1%
Standard Exceeded: 7.3%

11th Grade: (Mean Scale Score: 2581.2, Students tested: 68, Standard Not Met: 32.4%, Nearly Met: 38.2%, Met: 22.1%, Exceeded: 7.3%)
32.4%
38.2%
22.1%
7.3%

Daniel Pearl Journalism & Communications Magnet 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: 82
CST Science students with scores: 82

Percentage At Or Above Proficient:

52%
State:

54%

Percentage Far Below Basic: 6.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 9.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 33.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 30.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 22.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 358.6, Students tested: 82, Far Below Basic: 6.0%, Below Basic: 9.0%, Basic: 33.0%, Proficient: 30.0%, Advanced: 22.0%)
6.0%
9.0%
33.0%
30.0%
22.0%

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.

Daniel Pearl Journalism & Communications Magnet School - California High School Exit Exam results

    Math Mean Scale Score

  • All398
  • Hispanic394
  • White404
Math Mean Scale Score:

398
California:

374
Math Percentage Passed:

96%
State:

68%
Math Number Tested: 98
Math Number Passed: 94

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

    79%
    California:

    69%
  • Number Sense:

    77%
    State:

    65%
  • Algebra & Functions:

    82%
    California:

    68%
  • Measurement & Geometry:

    80%
    State:

    64%
  • Algebra 1:

    75%
    California:

    58%

    ELA Mean Scale Score

  • All393
  • Hispanic388
  • White398
ELA Mean Scale Score:

393
California:

370
ELA Percentage Passed:

91%
State:

68%
ELA Number Tested: 98
ELA Number Passed: 89

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

    87%
    State:

    76%
  • Reading - Reading Comprehension:

    80%
    California:

    71%
  • Reading - Literary Responses and Analysis:

    87%
    California:

    75%
  • Writing - Writing Strategies:

    78%
    State:

    64%
  • Writing - Writing Conventions:

    84%
    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: 95, Needs Improvement - High Risk: 87.4%, Needs Improvement: 11.6%, Healthy Fitness Zone: 1.0%)
87.4%
11.6%
1.0%
Body Composition:
9th grade: (Students tested: 95, Needs Improvement - High Risk: 63.2%, Needs Improvement: 17.9%, Healthy Fitness Zone: 18.9%)
63.2%
17.9%
18.9%
Abdominal Strength:
9th grade: (Students tested: 95, Needs Improvement - High Risk: 87.4%, Needs Improvement: 12.6%, Healthy Fitness Zone: 0.0%)
87.4%
12.6%
Trunk Extension Strength:
9th grade: (Students tested: 95, Needs Improvement - High Risk: 92.6%, Needs Improvement: 7.4%, Healthy Fitness Zone: 0.0%)
92.6%
7.4%
Upper Body Strength:
9th grade: (Students tested: 95, Needs Improvement - High Risk: 76.8%, Needs Improvement: 23.2%, Healthy Fitness Zone: 0.0%)
76.8%
23.2%
Flexibility:
9th grade: (Students tested: 95, Needs Improvement - High Risk: 94.7%, Needs Improvement: 5.3%, Healthy Fitness Zone: 0.0%)
94.7%
5.3%

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).

Daniel Pearl Journalism & Communications Magnet School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 6
Number of students who met CELDT criterion: 3

Students who met CELDT criterion:

50.0%
California:

34.0%

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).

Daniel Pearl Journalism & Communications Magnet School - Adequate Yearly Progress status


ELA Participation Rate
School:

100.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 49 out of 49 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 100% (tested 7 out of 7 enrolled)
  • Black: 100% (tested 6 out of 6 enrolled)
  • White: 100% (tested 22 out of 22 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 51 out of 51 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 12 out of 12 enrolled)

Math Participation Rate
School:

100.0%
State:

96.1%

    Math Participation Rate

  • Hispanic100
  • American Indian100
  • Asian100
  • Filipino100
  • Black100
  • White100
  • Multirace100
  • SED100
  • LEP100
  • With Disabilities100
  • Hispanic: 100% (tested 49 out of 49 enrolled)
  • American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
  • Asian: 100% (tested 3 out of 3 enrolled)
  • Filipino: 100% (tested 7 out of 7 enrolled)
  • Black: 100% (tested 6 out of 6 enrolled)
  • White: 100% (tested 22 out of 22 enrolled)
  • Two or More Races: 100% (tested 1 out of 1 enrolled)
  • Socioeconomic Disadvantaged: 100% (tested 51 out of 51 enrolled)
  • English Learners: 100% (tested 5 out of 5 enrolled)
  • Students with Disabilities: 100% (tested 12 out of 12 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.

Daniel Pearl Journalism & Communications Magnet School - ACT/SAT scores

Percent of graduates taking the ACT:

30.1%
State:

30.9%
ACT Composite scores greater or equal to 21:

39.3%
State:

48.7%
Number of graduates: 93
Number of graduates taking the ACT: 28

Average ACT composite score:

19.0
California:

19.8
Average ACT English score:

20.0
State:

19.6
Average ACT mathematics score:

20.0
California:

20.5
Average ACT reading score:

20.0
State:

20.5
Average ACT science score:

19.0
California:

19.9
Percent of graduates taking the SAT:

64.5%
State:

54.4%
SAT scores greater or equal to 1500:

21.7%
California:

36.3%
Number of graduates: 93
Number of graduates taking the SAT: 60

Average Total SAT Score:

1,364
State:

1,374
Average SAT mathematics score:

449
State:

464
Average SAT critical reading score:

462
State:

459
Average SAT writing score:

453
State:

451

    SAT or ACT Test Participation

  • Hispanic52
  • American Indian2
  • Asian16
  • Black4
  • White34
  • LEP4
  • IDEA4
SAT or ACT Test Participation: 108 (male: 41, female: 67)
  • Hispanic: 52 (male: 20, female: 32)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 16 (male: 8, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 34 (male: 11, female: 23)
  • 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).

Daniel Pearl Journalism & Communications Magnet School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 88
Number of students taking at least one AP exam: 111
Percent of students taking at least one AP exam:

126.0%
State:

94.1%
Number of AP exams with scores at or above 3: 78
Percent of AP exams with scores at or above 3:

40.2%
California:

46.6%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 2,295 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Daniel Pearl Journalism & Communications Magnet School:

10.9
State:

21.3
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • White: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
School:

5.5
State:

7.2

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

  • Hispanic34
  • American Indian2
  • Asian2
  • Native Hawaiian2
  • Black2
  • White16
  • LEP2
  • IDEA7
  • 5042
Chronic Student Absenteeism: 58 (male: 18, female: 40)
  • Hispanic: 34 (male: 8, female: 26)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 2 (all female)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 2 (all female)
  • White: 16 (male: 8, female: 8)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
Here:

158.5
California:

172.7

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).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic2
  • Native Hawaiian1
  • White5
  • IDEA6
  • 5041
School days missed due to out-of-school suspension: 8 (all male)
  • Hispanic: 2
  • Native Hawaiian / Pacific Islander: 1
  • White: 5
  • Individuals With Disabilities Education Act (IDEA): 6
  • Section 504: 1
Instances of out-of-school suspension (Students without disabilities): 2

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Daniel Pearl Journalism & Communications Magnet School:

5.5
California:

84.8
Students without disabilities receiving one or more in-school suspension: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 2 (all female)
  • White: 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • Native Hawaiian / Pacific Islander: 2
Instances of out-of-school suspension (Students with disabilities): 1

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
Daniel Pearl Journalism & Communications Magnet School:

2.7
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)
Daniel Pearl Journalism & Communications Magnet School:

2.7
State:

3.4
Students with disabilities receiving only one out-of-school suspension: 4 (all male)
  • Hispanic: 2
  • White: 2
  • Section 504: 2

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: 5
Number of Algebra I classes taught by certified teachers: 2

    9-10th grade student enrollment in Algebra I

  • Hispanic52
  • Asian7
  • Native Hawaiian2
  • Black4
  • White19
  • Multirace2
  • LEP4
  • IDEA10
9-10th grade student enrollment in Algebra I: 86 (male: 46, female: 40)
  • Hispanic: 52 (male: 26, female: 26)
  • Asian: 7 (male: 2, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 14, female: 5)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

    9-10th grade studenst who passed Algebra I

  • Hispanic38
  • Asian4
  • Black4
  • White14
  • LEP4
  • IDEA8
9-10th grade studenst who passed Algebra I: 60 (male: 26, female: 34)
  • Hispanic: 38 (male: 16, female: 22)
  • Asian: 4 (all female)
  • Black: 4 (all female)
  • White: 14 (male: 10, female: 4)
  • Limited English Proficiency (LEP): 4 (all female)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 9-10th grade students who passed
Daniel Pearl Journalism & Communications Magnet School:

69.8%
California:

72.5%
11-12th grade student enrollment in Algebra I: 2 (all female)
  • Hispanic: 2
Percent of 11-12th grade students who passed
School:

0.0%
State:

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: 4
Number of Algebra II classes taught by certified teachers: 4

    Student Enrollment in Algebra II

  • Hispanic46
  • American Indian2
  • Asian10
  • Native Hawaiian2
  • Black7
  • White25
  • Multirace2
  • LEP4
  • IDEA10
Student Enrollment in Algebra II: 94 (male: 40, female: 54)
  • Hispanic: 46 (male: 17, female: 29)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 5, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, 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: 2
Number of Calculus classes taught by certified teachers: 1

    Student Enrollment in Calculus

  • Hispanic10
  • Asian4
  • Black2
  • White10
Student Enrollment in Calculus: 26 (male: 8, female: 18)
  • Hispanic: 10 (male: 2, female: 8)
  • Asian: 4 (male: 2, female: 2)
  • Black: 2 (all male)
  • White: 10 (male: 2, female: 8)

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: 4
Number of Geometry classes taught by certified teachers: 2

    Student Enrollment in Geometry

  • Hispanic43
  • Asian7
  • Black7
  • White22
  • Multirace4
  • LEP2
  • IDEA7
Student Enrollment in Geometry: 83 (male: 40, female: 43)
  • Hispanic: 43 (male: 20, female: 23)
  • Asian: 7 (male: 2, female: 5)
  • Black: 7 (male: 2, female: 5)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 3
Number of Advanced Mathematics classes taught by certified teachers: 3

    Student Enrollment in Advanced Mathematics

  • Hispanic40
  • American Indian2
  • Asian7
  • Black2
  • White19
  • Multirace2
  • LEP2
  • IDEA7
Student Enrollment in Advanced Mathematics: 72 (male: 39, female: 33)
  • Hispanic: 40 (male: 17, female: 23)
  • American Indian / Alaska Native: 2 (all male)
  • Asian: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)

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: 4
Number of Biology classes taught by certified teachers: 4

    Student Enrollment in Biology

  • Hispanic58
  • Asian13
  • Native Hawaiian2
  • Black7
  • White25
  • Multirace2
  • LEP2
  • IDEA10
Student Enrollment in Biology: 107 (male: 50, female: 57)
  • Hispanic: 58 (male: 29, female: 29)
  • Asian: 13 (male: 5, female: 8)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 7 (male: 2, female: 5)
  • White: 25 (male: 14, female: 11)
  • Two or More Races: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 5, female: 5)

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: 3
Number of Chemistry classes taught by certified teachers: 3

    Student Enrollment in Chemistry

  • Hispanic43
  • Asian4
  • Native Hawaiian2
  • Black7
  • White22
  • Multirace2
  • LEP2
  • IDEA7
Student Enrollment in Chemistry: 80 (male: 42, female: 38)
  • Hispanic: 43 (male: 20, female: 23)
  • Asian: 4 (male: 2, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 7 (male: 2, female: 5)
  • White: 22 (male: 14, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 7 (male: 5, 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: 2
Number of Physics classes taught by certified teachers: 2

    Student Enrollment in Physics

  • Hispanic37
  • American Indian2
  • Asian10
  • Black4
  • White19
  • Multirace2
  • LEP2
  • IDEA2
Student Enrollment in Physics: 74 (male: 34, female: 40)
  • Hispanic: 37 (male: 14, female: 23)
  • American Indian / Alaska Native: 2 (all female)
  • Asian: 10 (male: 5, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 19 (male: 11, female: 8)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)

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