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Teacher quality
Principal leadership
Parent involvement
One thing that I love about this school is the SAS classes, which might prove to be difficult to some, but the amount of knowledge gained are worth it. My academic writings had become more eloquent when I learned of the hidden weapons of a good writer. My Algebra skills escalated when the teacher taught us the shortcuts and ways to solve a difficult formula, as a result, my CST scores jumped to the next level. This cannot be possible without the help that the teachers provided as well as the cooperation between student and teacher. However, while the SAS classes represented the beautiful outer shell, its inner are not as much good. The students behaved disrespectfully, cussed everyday, out of dress code and therefore gained detentions. This result as a wall that will prevent them from graduating, but the staff of Sutter provided opportunities for them to walk across the stage. Another thing to note is that the environment is not one of the best kind. Trash everywhere, spilled milk near the foul smelled trash cans, splotches of gums contrast against the pavement. Sutter have excellent teachers, staff, as well as programs, main problems concerned students' behavior and the milieu.
i love this school me and my friends love this school i hope these 2 years go slow so we can enjoy them!!
I was a student here, a regular. I'm asian, they disrespected me, yelled at me, threw stuff at me, caused racism. Everybody fought, did graffiti, at least theres no drugs in this school. The teachers are very nice, but student life is horrible. I do not recommend this school for any parent who does not want a bad environment for their child. This school, scarred me for life.
I graduated from this school recently, and if I say so myself this school was excellent. The teachers cared, programs were open to all, and the experience there was one of my best. Sure, we had problem at the school, like any other though. One thing for sure, the school cares for one another like a family, and during problem, we re all there for each other.
For as long as i have been going to his school , i can say it was awesome !!! the honor teachers were very supportive and i have learned many things and actually make it feel like an honor class . the school does not have many fights and when the students have problems the staff will help . they also have a very good leadership class which i recommend your son/daughter to attend the leadership teacher is very nice and funny . if your trying to find a good middle school for your child i highly recommend Sutter Middle School !!!
Excellent teacher that care for each of the students. My daughter is a Math Champion because of great teaching.
—Submitted by a parent
my son is in 6th grade here. I have my Goddaughter in this school and her older sister went here as well. I have not had any problems with the school and Mr. Smith and the counselors seem very interested in my needs and concerns. any issues that I or my son have had have been handled with courtesy and professionalism. I am happy my children are attending this school.
—Submitted by a parent
Sutter Middle School have wonderful teachers and a good staff.
—Submitted by a parent
I believe John A. Sutter middle school is doing there best to educate thier students in a very fun way. Its a cool school.
—Submitted by a student
My son has gone to this school for the majority of his 7th grade year. And I must say, the teachers at this school might be descent, but it's the counsolers and principles that are completely USELESS. Sutter Middle School should be the poster school for what's exactly wrong with the LAUSD.
—Submitted by a parent
That is not true that they dont care for you. In the first semester I was failing a class and the consuler helped me get some ideas to raised it up. Now i'm up to a B in the class. Also the teachers are great like if you are having trouble with something they encourage you to do better. I do not like the bad reviews they have given Sutter. It has improved alot. I'm in the 8th grade and ready to graduate. They did a 8th grade breakfst yesterday and it was beautiful...
—Submitted by a student
It may not be the best school but for me it is just great. I completely disagree with everyone who said that the staff do not care about the students. There is nothing wrong with the staff. Teachers are really close to students and teachers do a very good job. Spcially, gifted class teachers. If I have a problem with anything I talk to my teachers. They are always there for me. Sutter is great if you look at the art section or the sports section. Thachers help students in every way they can. As a school Sutter is excellent.
—Submitted by a student
my son goes to sutter and is in the seventh grade and just like the other parent stated if it was up to me he would attend a different school. no one seems to care that the students are failing...the counsler just take the easy way out instead of helping the child.....as i can see sutter has not changed since 2005
—Submitted by a parent
I think this school is okay. I attended this school back in 07 and some teachers were not that good. Yes there are some that know how to teach but them there aren't.
—Submitted by a student
This school was so good I was looking at lunch time and when everybody left the school was spotless I was amazed
—Submitted by a parent
I must say that Sutter MS has impressed me in many regards. Most importantly, the staff and administration truly strive to keep the ARTS alive and available to most students! Benedict Theatre is such a wonderful facility that should be used to its fullest!! Most middle and even some High schools would die for a auditorium(Theatre) like that! What a gem! This campus will soon become as close as you can get to a Performing Arts Magnet. Here's hoping the support and desire for successful Arts programs remains at the forefront of the school's educational goals!
—Submitted by a teacher
sutter middle school has provided my sixth grade child with a great education this year. The sixth grade staff is kind and hardworking.
—Submitted by a parent
I disagree that teachers don't care about students. I have four children and all four have done well at Sutter. My youngest went through a rough road, but teachers and his counselor helped us out. Their music program and advanced classes are excellent.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 63% in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 59% in 2012.
434 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
434 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 86% in 2012.
36 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
448 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
412 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for Algebra I was 49% in 2012.
165 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for General Mathematics (Grades 6 & 7 Standards) was 32% in 2012.
222 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
52 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for History - Social Science Grade 8 Cumulative was 52% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
438 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | n/a |
| Females | n/a |
| Males | n/a |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | n/a |
| English learner | n/a |
| Fluent-English proficient and English only | n/a |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 31% |
| Females | 31% |
| Males | 31% |
| African American | 40% |
| Asian | 43% |
| Filipino | n/a |
| Hispanic or Latino | 29% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 53% |
| Economically disadvantaged | 31% |
| Non-economically disadvantaged | n/a |
| Students with disability | 7% |
| Students with no reported disability | 36% |
| English learner | 4% |
| Fluent-English proficient and English only | 40% |
| Migrant education | n/a |
| Gifted and talented | 89% |
| Parent education - not a high school graduate | 27% |
| Parent education - high school graduate | 33% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 21% |
| Parent education - graduate school/post graduate | 31% |
| Parent education - declined to state | 26% |
| All Students | 37% |
| Females | 37% |
| Males | 37% |
| African American | 20% |
| Asian | 71% |
| Filipino | n/a |
| Hispanic or Latino | 35% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 47% |
| Economically disadvantaged | 36% |
| Non-economically disadvantaged | n/a |
| Students with disability | 14% |
| Students with no reported disability | 41% |
| English learner | 15% |
| Fluent-English proficient and English only | 45% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 44% |
| Parent education - college graduate | 28% |
| Parent education - graduate school/post graduate | 46% |
| Parent education - declined to state | 33% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 69% |
| Females | 65% |
| Males | 74% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 66% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 69% |
| English learner | n/a |
| Fluent-English proficient and English only | 69% |
| Migrant education | n/a |
| Gifted and talented | 71% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 71% |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 47% |
| Females | 48% |
| Males | 46% |
| African American | 55% |
| Asian | 71% |
| Filipino | 73% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 58% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | 5% |
| Students with no reported disability | 53% |
| English learner | 4% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 36% |
| Parent education - high school graduate | 47% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 66% |
| Parent education - graduate school/post graduate | 54% |
| Parent education - declined to state | 51% |
| All Students | 48% |
| Females | 43% |
| Males | 52% |
| African American | 36% |
| Asian | 84% |
| Filipino | n/a |
| Hispanic or Latino | 45% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 64% |
| Economically disadvantaged | 48% |
| Non-economically disadvantaged | n/a |
| Students with disability | 12% |
| Students with no reported disability | 54% |
| English learner | 21% |
| Fluent-English proficient and English only | 53% |
| Migrant education | n/a |
| Gifted and talented | 91% |
| Parent education - not a high school graduate | 42% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | 46% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 46% |
| Females | 57% |
| Males | 33% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 46% |
| Non-economically disadvantaged | n/a |
| Students with disability | n/a |
| Students with no reported disability | 46% |
| English learner | n/a |
| Fluent-English proficient and English only | 47% |
| Migrant education | n/a |
| Gifted and talented | 69% |
| Parent education - not a high school graduate | 44% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 32% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 53% |
| All Students | 40% |
| Females | 49% |
| Males | 31% |
| African American | 27% |
| Asian | 70% |
| Filipino | 83% |
| Hispanic or Latino | 37% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 55% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | n/a |
| Students with disability | 1% |
| Students with no reported disability | 48% |
| English learner | 3% |
| Fluent-English proficient and English only | 48% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 34% |
| Parent education - high school graduate | 42% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 30% |
| All Students | 25% |
| Females | 29% |
| Males | 22% |
| African American | 25% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 25% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 25% |
| Non-economically disadvantaged | n/a |
| Students with disability | 18% |
| Students with no reported disability | 28% |
| English learner | 12% |
| Fluent-English proficient and English only | 31% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | 20% |
| Parent education - high school graduate | 23% |
| Parent education - some college (includes AA degree) | 21% |
| Parent education - college graduate | 58% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 36% |
| All Students | 60% |
| Females | 62% |
| Males | 56% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 49% |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | n/a |
| Students with no reported disability | 60% |
| Fluent-English proficient and English only | 60% |
| Gifted and talented | 57% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 57% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 37% |
| Females | 38% |
| Males | 36% |
| African American | 6% |
| Asian | 75% |
| Filipino | 75% |
| Hispanic or Latino | 34% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 50% |
| Economically disadvantaged | 37% |
| Non-economically disadvantaged | n/a |
| Students with disability | 8% |
| Students with no reported disability | 42% |
| English learner | 3% |
| Fluent-English proficient and English only | 44% |
| Migrant education | n/a |
| Gifted and talented | 86% |
| Parent education - not a high school graduate | 29% |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 42% |
| Parent education - college graduate | 63% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 37% |
| All Students | 46% |
| Females | 49% |
| Males | 44% |
| African American | 25% |
| Asian | 80% |
| Filipino | 83% |
| Hispanic or Latino | 44% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 60% |
| Economically disadvantaged | 47% |
| Non-economically disadvantaged | n/a |
| Students with disability | 10% |
| Students with no reported disability | 54% |
| English learner | 7% |
| Fluent-English proficient and English only | 55% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 39% |
| Parent education - high school graduate | 52% |
| Parent education - some college (includes AA degree) | 48% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 48% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Students with disability
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 84% | 51% | ||
| Asian | 8% | 11% | ||
| White | 4% | 27% | ||
| Black | 3% | 7% | ||
| American Indian/Alaska Native | 0% | 1% | ||
| Hawaiian Native/Pacific Islander | 0% | 1% | ||
| Two or more races | 0% | 3% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 85% | N/A | 54% |
| English language learners 2 | 31% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 93% | 85% | ||
| Vietnamese | 3% | 2% | ||
| All other non-English languages | 1% | 1% | ||
| Armenian | 1% | 1% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| Thai | 1% | 0% | ||
| Arabic | 0% | 1% | ||
| Farsi (Persian) | 0% | 0% | ||
| Gujarati | 0% | 0% | ||
| Japanese | 0% | 0% | ||
| Khmer (Cambodian) | 0% | 0% | ||
| Pashto | 0% | 0% | ||
| Urdu | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 9 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 97% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
| School Leader's name |
|
| Fax number |
|
| Extra learning resources offered |
|


Tips for understanding school culture
TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
7330 Winnetka Avenue
Canoga Park,
CA 91306
Website: Click here
Phone: (818) 773-5800
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