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Santa Monica High School in Santa Monica, 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 82
Address
 601 Pico Blvd.
Santa Monica, CA 90405
Telephone
(310) 395-3204
(make sure to verify first before calling)
City-data.com school rating
82
Students
2,950
Classroom Teachers (FTE)
128.0
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
684
Reduced-price lunch
eligible students
162
School district
Santa Monica-Malibu 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:
Roosevelt Elementary (1.4 miles):

98
Santa Monica Alternative (K-8) (0.5 miles):

94
Lincoln Middle (1.2 miles):

94
Santa Monica High School:

82
McKinley Elementary (1.5 miles):

80
Will Rogers Elementary (0.8 miles):

74
John Adams Middle (0.9 miles):

74
John Muir Elementary (0.5 miles):

55
Olympic High (Continuation) (0.5 miles):

19
Santa Monica High School rating compared to average state, county and city schools ratings:
California:

46
Los Angeles County:

44
Santa Monica:

81
Santa Monica High School:

82

Students & Teachers


Total enrollment:
Enrollment in 2016: 2,950
Enrollment in 2015: 2,984
Enrollment in 2014: 2,957
Enrollment in 2013: 3,041
Enrollment in 2012: 3,069
Enrollment in 2011: 3,114
Enrollment in 2010: 3,106
Enrollment in 2009: 3,061
Enrollment in 2008: 3,083
Enrollment in 2007: 3,201
Enrollment in 2006: 3,253
Enrollment in 2005: 3,369
Enrollment in 2004: 3,449
Enrollment in 2003: 3,401
Enrollment in 2002: 3,387
Enrollment in 2001: 3,240
Enrollment in 2000: 3,087
Enrollment in 1999: 3,106

Santa Monica High School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)

GradeG09G10G11G12Total
All students7177447277622,950
Female students3693603503681,447
Male students3483843773941,503
American Indian/Alaska Native students2 - - 24
Asian students61536161236
Hispanic students2562682782691,071
Black students61627382278
White students2772992552981,129
Hawaiian Native/Pacific Islander students121 - 4
Two or More Races students59605950228

Enrollment by grade:
9th grade enrollment: 717
10th grade enrollment: 744
11th grade enrollment: 727
12th grade enrollment: 762

Santa Monica High School - Historical enrollment by grade


Enrollment by gender:
(State average from 12,430 schools)

Female enrollment: 1,447 (49.1%)
Santa Monica High School:

49.1%
State:

49.4%
Male enrollment: 1,503 (50.9%)
Here:

50.9%
California:

49.6%

Santa Monica High School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 12,430 schools)

American Indian/Alaska Native enrollment: 4 (0.1%)
Here:

0.1%
California:

1.0%
Asian enrollment: 236 (8.0%)
School:

8.0%
State:

9.4%
Hispanic enrollment: 1,071 (36.3%)
Here:

36.3%
California:

46.0%
Black enrollment: 278 (9.4%)
Here:

9.4%
California:

6.1%
White enrollment: 1,129 (38.3%)
Santa Monica High School:

38.3%
State:

28.3%
Hawaiian Native/Pacific Islander enrollment: 4 (0.1%)
Santa Monica High School:

0.1%
California:

0.6%
Two or More Races enrollment: 228 (7.7%)
Here:

7.7%
California:

4.5%

Santa Monica High School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 10,111 schools)

Free/reduced-price lunch eligible students: 846 (28.7%)
Santa Monica High School:

28.7%
California:

61.2%
Free lunch eligible students: 684 (23.2%)
Here:

23.2%
California:

52.8%
Reduced-price lunch eligible students: 162 (5.5%)
Here:

5.5%
California:

8.6%

Santa Monica High School - Lunch Program Eligibility


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

Classroom Teachers (FTE): 128

Number of FTE teachers in their first year of teaching: 6
Number of FTE teachers in their second year of teaching: 5
Number of FTE school counselors: 14
Number of FTE teachers who were absent more than 10 school days during the school years: 18
Number of FTE security guards: 6.5
Number of FTE nurses: 2
Number of FTE psychologists: 2

Student/Teacher Ratio
School:

23.0
California:

22.8

Santa Monica High School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $13,716,089
  • Full-time Equivalency Count of Teachers: 110.4 (Salary Expenditures: $9,043,311)
  • Full-time Equivalency Count of Instructional Aides: 5.1 (Salary Expenditures: $148,965)
  • Full-time Equivalency Count of Support Services Staff: 15.5 (Salary Expenditures: $1,326,082)
  • Full-time Equivalency Count of School Administration Staff: 26 (Salary Expenditures: $1,783,939)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $506,182
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $13,726,282
  • Salary Expenditures for Teachers: $9,053,505
  • Full-time Equivalency Count of Instructional Aides: 5.1 (Salary Expenditures: $148,965)
  • Full-time Equivalency Count of Support Services Staff: 14 (Salary Expenditures: $1,326,082)
  • Full-time Equivalency Count of School Administration Staff: 26 (Salary Expenditures: $1,783,939)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $506,182

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic64
  • Asian13
  • Black4
  • White22
Students Enrolled in LEP Programs: 103 (male: 65, female: 38)
  • Hispanic: 64 (male: 41, female: 23)
  • Asian: 13 (male: 8, female: 5)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 14, female: 8)

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

  • Hispanic173
  • Asian7
  • Black41
  • White98
  • Multirace4
  • LEP35
Students with disabilities served under IDEA: 323 (male: 208, female: 115)
  • Hispanic: 173 (male: 106, female: 67)
  • Asian: 7 (all male)
  • Black: 41 (male: 25, female: 16)
  • White: 98 (male: 70, female: 28)
  • Two or More Races: 4 (all female)
  • Limited English Proficiency (LEP): 35 (male: 22, female: 13)

    Students with disabilities served under Section 504

  • Hispanic34
  • American Indian4
  • Asian7
  • Black4
  • White73
  • Multirace13
  • LEP4
Students with disabilities served under Section 504: 135 (male: 78, female: 57)
  • Hispanic: 34 (male: 17, female: 17)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 7 (male: 5, female: 2)
  • Black: 4 (male: 2, female: 2)
  • White: 73 (male: 41, female: 32)
  • Two or More Races: 13 (male: 11, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

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

  • Hispanic103
  • Asian22
  • Black28
  • White124
  • Multirace16
  • LEP7
  • IDEA10
Dual Enrollment: 293 (male: 169, female: 124)
  • Hispanic: 103 (male: 62, female: 41)
  • Asian: 22 (male: 14, female: 8)
  • Black: 28 (male: 17, female: 11)
  • White: 124 (male: 65, female: 59)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)

Dual Enrollment per 1,000 students
Here:

99.3
California:

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

  • All83%
  • Males81%
  • Females85%
  • Black54%
  • Hispanic64%
  • White68%
ELA students tested: 648
ELA students with scores: 645

Percentage Standard Met and Above:

83%
California:

49%

Standard Not Met: 5.9%
Standard Nearly Met: 11.0%
Standard Met: 32.6%
Standard Exceeded: 50.5%

11th Grade: (Mean Scale Score: 2671.5, Students tested: 648, Standard Not Met: 5.9%, Nearly Met: 11.0%, Met: 32.6%, Exceeded: 50.5%)
5.9%
11.0%
32.6%
50.5%

Santa Monica High School - ELA Area Achievement Levels (all grades)


    Math Standard Met and Above

  • All53%
  • Males57%
  • Females50%
  • Black25%
  • Hispanic30%
  • White47%
Math students tested: 630
Math students with scores: 628

Percentage Standard Met and Above:

53%
State:

38%

Standard Not Met: 25.3%
Standard Nearly Met: 21.5%
Standard Met: 26.1%
Standard Exceeded: 27.1%

11th Grade: (Mean Scale Score: 2628.2, Students tested: 630, Standard Not Met: 25.3%, Nearly Met: 21.5%, Met: 26.1%, Exceeded: 27.1%)
25.3%
21.5%
26.1%
27.1%

Santa Monica 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.

California Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.

CST Science students tested: 694
CST Science students with scores: 693

Percentage At Or Above Proficient:

69%
California:

54%

Percentage Far Below Basic: 2.0% 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: 22.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 31.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 38.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.

10th Grade: (Mean Scale Score: 382.1, Students tested: 694, Far Below Basic: 2.0%, Below Basic: 7.0%, Basic: 22.0%, Proficient: 31.0%, Advanced: 38.0%)
2.0%
7.0%
22.0%
31.0%
38.0%

California High School Exit Exam:
(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.

Santa Monica 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

  • All391
  • Asian424
  • Hispanic379
  • Black362
  • White407
Math Mean Scale Score:

391
State:

374
Math Percentage Passed:

83%
California:

68%
Math Number Tested: 892
Math Number Passed: 743

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

    77%
    California:

    69%
  • Number Sense:

    75%
    State:

    65%
  • Algebra & Functions:

    79%
    California:

    68%
  • Measurement & Geometry:

    74%
    California:

    64%
  • Algebra 1:

    68%
    State:

    58%

    ELA Mean Scale Score

  • All387
  • Asian413
  • Hispanic375
  • Black362
  • White403
ELA Mean Scale Score:

387
California:

370
ELA Percentage Passed:

82%
California:

68%
ELA Number Tested: 925
ELA Number Passed: 761

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

    84%
    State:

    76%
  • Reading - Reading Comprehension:

    80%
    State:

    71%
  • Reading - Literary Responses and Analysis:

    80%
    California:

    75%
  • Writing - Writing Strategies:

    73%
    California:

    64%
  • Writing - Writing Conventions:

    75%
    California:

    69%

The Physical Fitness Test:
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: 673, Needs Improvement - High Risk: 81.6%, Needs Improvement: 9.1%, Healthy Fitness Zone: 9.3%)
81.6%
9.1%
9.3%


Body Composition:
9th grade: (Students tested: 673, Needs Improvement - High Risk: 74.0%, Needs Improvement: 14.7%, Healthy Fitness Zone: 11.3%)
74.0%
14.7%
11.3%


Abdominal Strength:
9th grade: (Students tested: 673, Needs Improvement - High Risk: 82.6%, Needs Improvement: 17.4%, Healthy Fitness Zone: 0.0%)
82.6%
17.4%


Trunk Extension Strength:
9th grade: (Students tested: 673, Needs Improvement - High Risk: 98.2%, Needs Improvement: 1.8%, Healthy Fitness Zone: 0.0%)
98.2%
1.8%


Upper Body Strength:
9th grade: (Students tested: 673, Needs Improvement - High Risk: 82.8%, Needs Improvement: 17.2%, Healthy Fitness Zone: 0.0%)
82.8%
17.2%


Flexibility:
9th grade: (Students tested: 673, Needs Improvement - High Risk: 94.5%, Needs Improvement: 5.5%, Healthy Fitness Zone: 0.0%)
94.5%
5.5%


California English Language Development Test:
(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).

Santa Monica High School - students who met CELDT criterion (all grades)

All Grades:
Student Count: 151
Number of students who met CELDT criterion: 83

Students who met CELDT criterion:

55.0%
State:

34.0%

Grade 9:
Student Count: 39
Number of students who met CELDT criterion: 18

Students who met CELDT criterion:

46.0%
State:

33.0%
Listening Mean Scale Score:

594.2
State:

533.7
Reading Mean Scale Score:

589.8
California:

534.6
Speaking Mean Scale Score:

579.4
California:

515.1
Writing Mean Scale Score:

541.2
California:

513.2

Grade 10:
Student Count: 39
Number of students who met CELDT criterion: 19

Students who met CELDT criterion:

49.0%
California:

36.0%
Listening Mean Scale Score:

589.8
State:

556.8
Reading Mean Scale Score:

606.1
State:

555.2
Speaking Mean Scale Score:

563.1
California:

533.6
Writing Mean Scale Score:

557.4
State:

530.8

Grade 11:
Student Count: 40
Number of students who met CELDT criterion: 25

Students who met CELDT criterion:

63.0%
State:

45.0%
Listening Mean Scale Score:

593.3
California:

575.6
Reading Mean Scale Score:

606.7
State:

573.9
Speaking Mean Scale Score:

598.5
California:

550.8
Writing Mean Scale Score:

567.6
California:

544.5

Grade 12:
Student Count: 33
Number of students who met CELDT criterion: 21

Students who met CELDT criterion:

64.0%
State:

44.0%
Listening Mean Scale Score:

601.7
California:

564.9
Reading Mean Scale Score:

618.2
California:

567.0
Speaking Mean Scale Score:

579.8
State:

544.2
Writing Mean Scale Score:

562.3
California:

532.5

Accountability


Adequate Yearly Progress:
(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).

Santa Monica High School - Adequate Yearly Progress status


ELA Participation Rate
Santa Monica High School:

95.0%
State:

96.3%

    ELA Participation Rate

  • Hispanic99
  • Asian98
  • Filipino100
  • Native Hawaiian100
  • Black93
  • White92
  • Multirace93
  • SED93
  • LEP95
  • With Disabilities93
  • Hispanic: 99% (tested 262 out of 265 enrolled)
  • Asian: 98% (tested 47 out of 48 enrolled)
  • Filipino: 100% (tested 11 out of 11 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 93% (tested 62 out of 67 enrolled)
  • White: 92% (tested 225 out of 244 enrolled)
  • Two or More Races: 93% (tested 48 out of 52 enrolled)
  • Socioeconomic Disadvantaged: 93% (tested 186 out of 199 enrolled)
  • English Learners: 95% (tested 63 out of 67 enrolled)
  • Students with Disabilities: 93% (tested 66 out of 71 enrolled)


Math Participation Rate
School:

95.0%
California:

96.1%

    Math Participation Rate

  • Hispanic99
  • Asian94
  • Filipino100
  • Native Hawaiian100
  • Black93
  • White92
  • Multirace95
  • SED95
  • LEP95
  • With Disabilities93
  • Hispanic: 99% (tested 264 out of 266 enrolled)
  • Asian: 94% (tested 45 out of 48 enrolled)
  • Filipino: 100% (tested 11 out of 11 enrolled)
  • Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
  • Black: 93% (tested 62 out of 67 enrolled)
  • White: 92% (tested 225 out of 244 enrolled)
  • Two or More Races: 95% (tested 49 out of 52 enrolled)
  • Socioeconomic Disadvantaged: 95% (tested 189 out of 199 enrolled)
  • English Learners: 95% (tested 64 out of 68 enrolled)
  • Students with Disabilities: 93% (tested 66 out of 71 enrolled)


SAT/ACT:
(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.

Santa Monica High School - ACT/SAT scores

Percent of graduates taking the ACT:

42.8%
State:

30.9%
ACT Composite scores greater or equal to 21:

67.2%
State:

48.7%
Number of graduates: 762
Number of graduates taking the ACT: 326

Average ACT composite score:

23.0
State:

19.8
Average ACT English score:

23.0
State:

19.6
Average ACT mathematics score:

23.0
California:

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:

53.0%
California:

54.4%
SAT scores greater or equal to 1500:

60.6%
State:

36.3%
Number of graduates: 762
Number of graduates taking the SAT: 404

Average Total SAT Score:

1,601
State:

1,374
Average SAT mathematics score:

541
California:

464
Average SAT critical reading score:

532
California:

459
Average SAT writing score:

528
California:

451


Advanced Placement:
(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).

Santa Monica High School - AP exams with scores at or above criteria

Number of students in Grades 11 and 12: 705
Number of students taking at least one AP exam: 1002
Percent of students taking at least one AP exam:

142.0%
California:

94.1%
Number of AP exams with scores at or above 3: 1241
Percent of AP exams with scores at or above 3:

68.6%
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.

Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage

Sexual assault is an incident that includes threatened rape, fondling, indecent liberties, or child molestation. Both male and female students can be victims of sexual assault. Classification of these incidents should take into consideration the age and developmentally appropriate behavior of the offender(s)

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: Yes
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of sexual assault (other than rape): 2

Incidents of robbery without a weapon: 1

Incidents of threats of physical attack without a weapon: 35

Incidents of possession of a firearm or explosive device: 5


Total incidents per 1,000 students
Santa Monica High School:

14.6
State:

60.8

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

  • Hispanic5
  • Black2
  • White2
  • LEP2
Students without disabilities who were referred to a law enforcement agency or official: 9 (male: 7, female: 2)
  • Hispanic: 5 (all male)
  • Black: 2 (all male)
  • White: 2 (all female)
  • Limited English Proficiency (LEP): 2 (all male)

Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Here:

3.1
California:

21.3

    Students with disabilities who were referred to a law enforcement agency or official

  • Hispanic7
  • Black2
  • LEP2
  • 5042
Students with disabilities who were referred to a law enforcement agency or official: 9 (male: 7, female: 2)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
  • Section 504: 2 (all male)

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

3.1
State:

7.2


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.
Allegations of harassment or bullying on the basis of sex: 4
Allegations of harassment or bullying on the basis of sex per 1,000 students
School:

1.4
California:

6.8
Students reported as harassed or bullied on the basis of sex: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2
  • Individuals With Disabilities Education Act (IDEA): 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

  • Hispanic295
  • American Indian4
  • Asian28
  • Black61
  • White289
  • Multirace46
  • LEP25
  • IDEA121
  • 50449
Chronic Student Absenteeism: 723 (male: 339, female: 384)
  • Hispanic: 295 (male: 128, female: 167)
  • American Indian / Alaska Native: 4 (male: 2, female: 2)
  • Asian: 28 (male: 14, female: 14)
  • Black: 61 (male: 29, female: 32)
  • White: 289 (male: 143, female: 146)
  • Two or More Races: 46 (male: 23, female: 23)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 121 (male: 74, female: 47)
  • Section 504: 49 (male: 23, female: 26)
Chronic Student Absenteeism per 1,000 students
School:

245.1
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.
Students without disabilities receiving one or more in-school suspension: 2 (all male)
  • Two or More Races: 2

Students with disabilities receiving one or more in-school suspension: 2 (all male)
  • Hispanic: 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 without 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 not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without 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 without Disabilities who received an expulsion without educational services: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion without educational services per 1,000 students
School:

0.7
State:

6.0

Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
  • Hispanic: 2

Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
School:

0.7
State:

2.8

Students with Disabilities who received an expulsion with educational services: 2 (all male)
  • Black: 2

Students with Disabilities who received an expulsion with educational services per 1,000 students
Here:

0.7
California:

2.8

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


    9-10th grade student enrollment in Algebra I

  • Hispanic199
  • Asian5
  • Black43
  • White79
  • Multirace10
  • LEP34
  • IDEA82
9-10th grade student enrollment in Algebra I: 336 (male: 196, female: 140)
  • Hispanic: 199 (male: 116, female: 83)
  • Asian: 5 (all male)
  • Black: 43 (male: 26, female: 17)
  • White: 79 (male: 44, female: 35)
  • Two or More Races: 10 (male: 5, female: 5)
  • Limited English Proficiency (LEP): 34 (male: 23, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 82 (male: 62, female: 20)

    9-10th grade studenst who passed Algebra I

  • Hispanic110
  • Asian4
  • Black23
  • White50
  • Multirace4
  • IDEA14
9-10th grade studenst who passed Algebra I: 191 (male: 107, female: 84)
  • Hispanic: 110 (male: 61, female: 49)
  • Asian: 4 (all male)
  • Black: 23 (male: 13, female: 10)
  • White: 50 (male: 25, female: 25)
  • Two or More Races: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 14 (male: 7, female: 7)
Percent of 9-10th grade students who passed
School:

56.8%
California:

65.4%

    11-12th grade student enrollment in Algebra I

  • Hispanic10
  • Asian2
  • Black10
  • White4
  • LEP4
  • IDEA22
11-12th grade student enrollment in Algebra I: 26 (male: 14, female: 12)
  • Hispanic: 10 (male: 5, female: 5)
  • Asian: 2 (all male)
  • Black: 10 (male: 5, female: 5)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 11, female: 11)

    11-12th studenst who passed Algebra I

  • Hispanic4
  • Black4
  • White4
  • IDEA8
11-12th studenst who passed Algebra I: 12 (male: 8, female: 4)
  • Hispanic: 4 (all male)
  • Black: 4 (all female)
  • White: 4 (all male)
  • Individuals With Disabilities Education Act (IDEA): 8 (male: 4, female: 4)
Percent of 11-12th grade students who passed
Here:

46.2%
State:

62.4%


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: 21

    Student Enrollment in Algebra II

  • Hispanic247
  • Asian43
  • Native Hawaiian2
  • Black52
  • White238
  • Multirace52
  • LEP25
  • IDEA58
Student Enrollment in Algebra II: 634 (male: 336, female: 298)
  • Hispanic: 247 (male: 140, female: 107)
  • Asian: 43 (male: 20, female: 23)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 52 (male: 23, female: 29)
  • White: 238 (male: 125, female: 113)
  • Two or More Races: 52 (male: 26, female: 26)
  • Limited English Proficiency (LEP): 25 (male: 14, female: 11)
  • Individuals With Disabilities Education Act (IDEA): 58 (male: 44, female: 14)

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: 6

    Student Enrollment in Calculus

  • Hispanic46
  • Asian31
  • Black4
  • White97
  • Multirace16
  • LEP4
  • IDEA2
Student Enrollment in Calculus: 194 (male: 115, female: 79)
  • Hispanic: 46 (male: 26, female: 20)
  • Asian: 31 (male: 17, female: 14)
  • Black: 4 (male: 2, female: 2)
  • White: 97 (male: 59, female: 38)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • 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: 3

    Student Enrollment in Geometry

  • Hispanic19
  • Black4
  • White2
  • LEP10
  • IDEA28
Student Enrollment in Geometry: 25 (male: 15, female: 10)
  • Hispanic: 19 (male: 11, female: 8)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
  • Limited English Proficiency (LEP): 10 (male: 5, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 28 (male: 17, female: 11)

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: 21


    Student Enrollment in Advanced Mathematics

  • Hispanic241
  • Asian70
  • Native Hawaiian2
  • Black43
  • White340
  • Multirace46
  • LEP13
  • IDEA13
Student Enrollment in Advanced Mathematics: 742 (male: 376, female: 366)
  • Hispanic: 241 (male: 122, female: 119)
  • Asian: 70 (male: 41, female: 29)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • Black: 43 (male: 20, female: 23)
  • White: 340 (male: 170, female: 170)
  • Two or More Races: 46 (male: 23, female: 23)
  • Limited English Proficiency (LEP): 13 (male: 8, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, 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: 40


    Student Enrollment in Biology

  • Hispanic415
  • Asian94
  • Native Hawaiian4
  • Black94
  • White493
  • Multirace70
  • LEP37
  • IDEA73
Student Enrollment in Biology: 1,170 (male: 579, female: 591)
  • Hispanic: 415 (male: 206, female: 209)
  • Asian: 94 (male: 50, female: 44)
  • Native Hawaiian / Pacific Islander: 4 (male: 2, female: 2)
  • Black: 94 (male: 50, female: 44)
  • White: 493 (male: 236, female: 257)
  • Two or More Races: 70 (male: 35, female: 35)
  • Limited English Proficiency (LEP): 37 (male: 20, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 73 (male: 53, female: 20)

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: 24

    Student Enrollment in Chemistry

  • Hispanic292
  • Asian58
  • Native Hawaiian2
  • Black64
  • White298
  • Multirace67
  • LEP22
  • IDEA43
Student Enrollment in Chemistry: 781 (male: 405, female: 376)
  • Hispanic: 292 (male: 152, female: 140)
  • Asian: 58 (male: 26, female: 32)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • Black: 64 (male: 29, female: 35)
  • White: 298 (male: 158, female: 140)
  • Two or More Races: 67 (male: 38, female: 29)
  • Limited English Proficiency (LEP): 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 43 (male: 29, female: 14)

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

    Student Enrollment in Physics

  • Hispanic70
  • Asian22
  • Black19
  • White97
  • Multirace16
  • LEP4
  • IDEA4
Student Enrollment in Physics: 224 (male: 151, female: 73)
  • Hispanic: 70 (male: 47, female: 23)
  • Asian: 22 (male: 14, female: 8)
  • Black: 19 (male: 11, female: 8)
  • White: 97 (male: 68, female: 29)
  • Two or More Races: 16 (male: 11, female: 5)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

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