Mission, History & Goals
PCHS will empower our diverse student population to make positive contributions to the global community by dedicating our resources to ensure educational excellence, civic responsibility, and personal growth.
PCHS is nestled on 11 acres in Temescal Canyon between the Santa Monica Mountains and the Santa Monica Bay. The school was built in 1961 to alleviate the crowding at University High School in West Los Angeles.
Presently, PCHS’ sprawling campus is home to 2,919 students and 223 staff in this, the school’s 51st, year. In 1993, PCHS became an affiliated charter school, receiving approval from the Los Angeles Unified School District and the California State Department of Education. PCHS’ charter specified accountability for higher levels of student achievement. With the advent of PCHS’ original affiliated charter, a “charter complex” was created comprising PCHS’ feeder middle school, Paul Revere, and five elementary schools.
In an effort to support student success, create innovative instructional programs, and harness the creative energies of the staff, parents, and community, all school stakeholder groups unanimously supported PCHS’ transition to financial independence and accountability in 2003. With its conversion to fiscally independent charter status in 2003, PCHS gained more autonomy from the district. With this independence came a great deal of responsibility in creating a strong administrative structure to create and implement short- and long-term goals. PCHS has involved all stakeholders in governance to ensure every group of stakeholders is heard.
The focus of the school’s core activities on pupil learning and achievement and the development of positive values and goals.
A belief in ongoing collaboration in Professional Learning Communities (PLC) in order to achieve goals and promote professional growth of all adults in the school community.
Expectations that all pupils will master the same rigorous academic content in standards-based curricula and will be prepared for post-secondary opportunities.
A belief in diversity as an asset, particularly in the promotion of multicultural understanding; this includes the belief that pupils should be taught explicitly to value diversity and to learn about other cultures as well as become proficient in more than one language.
A commitment to provide a safe and secure learning environment.
Recognition that communication and knowledge-acquisition require maximizing the use of technology.
The need for personalization in education in which a community of adults nurture students and ensure that they meet graduation requirements and prepare them for goals beyond high school.