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GreatSchools Rating

Teresa Hughes Elementary School

Public | K-6

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted August 23, 2014

Every since Ms. Fuller which proved to be the best principal the school has been a disaster and will continue without great leadership. The office manager need to stop making faces at the parents. The parent that are in Parent Center are horrible always talking bad about teacher and themselves and its community Representative need to be more of a leader and involve more parents. The parental involvement needs improvement and they need the lady that ran the parent center she had workshop and resource now that is all gone. I hope things do improve. Very unsatisfied. Good thing Mrs. Cortez left she ruined the school.
—Submitted by a parent


Posted March 28, 2014

My sister and nephew attended this school ( a few years apart)..... I feel that the school attempts to involve parents in their children's education, but some parents are simply not interested. Thus the lack of educational disciple at home, is reflected on the students Test Scores- which are terrible. Note to parents: a child's base education and the belief in attaining "Good Grades" begins at home. Sure great teachers help, but the teachers that can negatively/positively impact a child's life the most are called PARENTS.


Posted November 19, 2012

Many of the changes at this school are proving to be positive! It is moving in the right direction with a 30 point increase on the CST.
—Submitted by a teacher


Posted June 13, 2012

Great school, parents, and students. What this school lacks is an effective instructional leader that leads by example. "You do not lead by hitting people over the head that's assault, not leadership." Dwight D. Eisenhower


Posted November 1, 2011

The principal is a wonderful person. The office staff is great. The only problem I have about the school is that one parent volunteer is rude to me whenever I am around her. I think she is very immature and unprofessional.
—Submitted by a parent


Posted October 23, 2009

I have my son at this school. I like that teachers have patience to deal with children and interact with parents to make the learning more fun.
—Submitted by a parent


Posted April 3, 2009

I have my two daughters at this school. I like that I can talk to the principal,the staff and the teachers and they really listen and try to help me.
—Submitted by a parent


Posted September 18, 2008

I have to be thankful to god first for having such a wonderful and understanding principal. She has done a outstanding job in bringing the test scores up to where they are now. We could'nt have done so without her great leadership. The office staff is also amazing they listen to the needs of the parents and students. Teacher i also thank you for the wonderful work you do as a team . Once again you have proven that together everything is possible.
—Submitted by a parent


Posted June 3, 2008

I believe Teresa Hughes is an awesome school. The only flaw this school has is the administration office. These people need to learn how to speak to parents, how to send news letters home in a timely matter. I will personally contact the district and let them know whats going on with the staff.


Posted May 27, 2008

My son is about to finish kindergarten. I am pleased with the teacher he got. She is super! her name is ms. Casillas. She treats the kids well and the parents as well..But most importantly her way of teaching...I can tell my son is learning so much.
—Submitted by a parent


Posted October 1, 2007

The office staff as well as the teachers and administration are wonderful and have always been kind and thoughtful to my needs as a parent. I have seen the office staff as well as the administrators help students with their homework. I ve seen the staff comfort children as they cry and I have seen the office staff feed students when they come to school late and have not eaten breakfast. I hope that other parents see the good things that the administration, the office staff and the teachers have done for our children.
—Submitted by a parent


Posted October 1, 2007

I have experienced the lack of courtesy with one of the office staff, However, I have nothing but good things to say about the school principal and the office manager Debbie. This two wonderful ladies have been very apologetic about their staff, they make you feel like they really do care about whats going on and are working to make a difference. And I sincerely thank them both for all their hard work. I recommend any parent that has any problems with the staff, please see the office manager or the School principal, they are always open for any positive or negative feedback.
—Submitted by a parent


Posted September 30, 2007

Well what can i tell you about Teresa Hughes, Only that some teachers are very responsible while others lack professionalism. True our API scores have gone up but not because of the teachers but because of the students and parents. As far as the office staff is concerned there is no professionalism, they lack public relation skills as well as common courtesy to everyone who enters unless they know you are from the district. As for the IEP'S they are never on time they do not comply with the 10 day requirement. Overall changes need to be done but they are doing them in the wrong places. Students can only progress with the support of their teachers and adminstrators.
—Submitted by a parent


Posted September 27, 2007

I have read the fews reviews about Teresa Huges Elementary/Magnet. I do agree with one review that the teachers are very good that's the reason the API scores have gone up. Unfortunately the parents won't understand what API means due to lack of parent involvement and lack of council meeting attendance. It is unfortunate that parents feel this way about the staff. The times I have found my self there I was greeted in a very friendly and helpful manner eager to answer questions when parents forget their own child's teachers name. I grateful for the great staff at Teresa Hughes.
—Submitted by a parent


Posted August 24, 2007

I agree with the other reviews, this administration staff is lacking courtesy with the parents. they are rude. Is there anything to do about this?
—Submitted by a parent


Posted June 7, 2007

My son went to Teresa Hughes from Kinder til his culmination in 6th grade. Overall the school has some fantastic teachers that have been there for many many years. Their IEP program is wonderful as is their magnet program and they also cater to children with special needs/dissabilities. The only thing that I was unhappy with was the staff. They really need some training in parent sensitivity and courtesy. I'm part of the at a High School and no matter what when a parent comes in we always treat them with respect and immediately acknowledge their needs. Teresa Hughes staff needs to learn something about that.
—Submitted by a parent


Posted May 18, 2006

Teresa Hughes have some great teachers. Mr. Yoshida is a great teacher. You would be lucky if your son/daughter has him. The problem with the school is the administration. They have problem communication with teachers and the parents.
—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.

About these ratings

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 test results by subgroup show how the designated group of students is performing in comparison to the general population.

The API reflects year-over-year schools performance based on STAR test score results from spring 2013.

This school's
API score

744

Change from
2012 to 2013

-19

API Statewide Rank
(2012)

3 / 10

API Similar Schools Rank (2012)

4 / 10


API Growth scores over time

Did this school meet the API goal this year?
The state goal for API is 800. All schools that are below 800 are assigned an API improvement target each year.
  • This school did not meet its schoolwide API target for 2013.
  • This school has not yet met the state goal of 800.

API Growth scores by subgroup

In addition to schoolwide API scores, each student subgroup receives an API score.
Did this school meet all the API goals for student subgroups this year?
The state goal for the API is 800. All the student subgroups at a school that are below 800 are assigned an API improvement target each year.
  • This school did not meet all student subgroup API targets for 2013

This school's
API score

744

What is the API?
The Academic Performance Index (API) is a single number assigned to each school by the California Department of Education to measure overall school performance and improvement over time on statewide testing. The API ranges from 200 and 1000, with 800 as the state goal for all schools.
Change from
2012 to 2013

-19

Change from 2012 to 2013
Comparing the API Growth to the Base shows whether or not this school's test score performance improved between Spring 2012 and Spring 2013. The API ranges between 200 and 1000, with 800 as the statewide goal for all schools. Schools scoring below an 800 are given at least a 5 point target for the next year.
API Statewide Rank
(2012)

3 / 10

API Statewide Rank (2012)
The API Statewide Rank ranges from 1 to 10. A rank of 10, for example, means that the school’s API fell into the top 10% of all schools in the state with a comparable grade range. The 2012 rank is based on results from tests students took in Spring 2012.
API Similar Schools Rank (2012)

4 / 10

API Similar Schools Rank (2012)
The API Similar Schools Rank ranges from 1 to 10. It shows how the school compares to other schools with similar student demographic profiles. The California Department of Education uses parent education level, poverty level, student ethnicity and other data to identify similar schools.
English Language Arts

The state average for English Language Arts was 56% in 2013.

153 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
56%

2011

 
 
36%

2010

 
 
41%
Math

The state average for Math was 65% in 2013.

153 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
39%

2011

 
 
48%

2010

 
 
53%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 46% in 2013.

127 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
26%

2011

 
 
33%

2010

 
 
26%
Math

The state average for Math was 66% in 2013.

127 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
57%

2011

 
 
69%

2010

 
 
54%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 65% in 2013.

127 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
62%

2011

 
 
59%

2010

 
 
49%
Math

The state average for Math was 72% in 2013.

129 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
66%

2011

 
 
69%

2010

 
 
62%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

127 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
48%

2011

 
 
39%

2010

 
 
42%
Math

The state average for Math was 65% in 2013.

127 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
50%

2011

 
 
45%

2010

 
 
49%
Science

The state average for Science was 57% in 2013.

126 students were tested at this school in 2013.

2013

 
 
37%

2012

 
 
50%

2011

 
 
37%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

The state average for English Language Arts was 60% in 2013.

75 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
31%

2011

 
 
30%

2010

 
 
36%
Math

The state average for Math was 55% in 2013.

74 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
37%

2011

 
 
43%

2010

 
 
46%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students41%
Females49%
Males34%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino42%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged41%
Not economically disadvantagedn/a
Students with disability7%
Students with no reported disability45%
English learner34%
Fluent-English proficient and English only46%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate33%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state41%

Math

All Students40%
Females41%
Males39%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino41%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged40%
Not economically disadvantagedn/a
Students with disability7%
Students with no reported disability43%
English learner37%
Fluent-English proficient and English only43%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate31%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)50%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state37%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students32%
Females35%
Males30%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino31%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged32%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability32%
English learner4%
Fluent-English proficient and English only49%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate24%
Parent education - high school graduate33%
Parent education - some college (includes AA degree)38%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state24%

Math

All Students63%
Females60%
Males66%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino63%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged63%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability64%
English learner52%
Fluent-English proficient and English only70%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate53%
Parent education - high school graduate65%
Parent education - some college (includes AA degree)52%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state76%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students48%
Females54%
Males42%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged48%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability50%
English learner16%
Fluent-English proficient and English only66%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate52%
Parent education - high school graduate45%
Parent education - some college (includes AA degree)47%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state47%

Math

All Students59%
Females58%
Males59%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino58%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability60%
English learner44%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented89%
Parent education - not a high school graduate57%
Parent education - high school graduate55%
Parent education - some college (includes AA degree)68%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state50%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students48%
Females47%
Males47%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino48%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged47%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability48%
English learner16%
Fluent-English proficient and English only65%
Migrant educationn/a
Gifted and talented93%
Parent education - not a high school graduate35%
Parent education - high school graduate47%
Parent education - some college (includes AA degree)76%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Math

All Students58%
Females47%
Males67%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino59%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged58%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability59%
English learner33%
Fluent-English proficient and English only73%
Migrant educationn/a
Gifted and talented100%
Parent education - not a high school graduate42%
Parent education - high school graduate64%
Parent education - some college (includes AA degree)90%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state38%

Science

All Students37%
Females34%
Males40%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino37%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged37%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability38%
English learner9%
Fluent-English proficient and English only53%
Migrant educationn/a
Gifted and talented85%
Parent education - not a high school graduate24%
Parent education - high school graduate37%
Parent education - some college (includes AA degree)67%
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to state23%
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

English Language Arts

All Students27%
Females34%
Males16%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino27%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged27%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability28%
English learner0%
Fluent-English proficient and English only32%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate19%
Parent education - high school graduate24%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a

Math

All Students39%
Females47%
Males29%
African Americann/a
Asiann/a
Filipinon/a
Hispanic or Latino40%
American Indian or Alaska Nativen/a
Native Hawaiiann/a
Pacific Islandern/a
Samoann/a
Other Pacific Islandern/a
White (not Hispanic)n/a
Economically disadvantaged39%
Not economically disadvantagedn/a
Students with disabilityn/a
Students with no reported disability40%
English learner17%
Fluent-English proficient and English only44%
Migrant educationn/a
Gifted and talentedn/a
Parent education - not a high school graduate39%
Parent education - high school graduate29%
Parent education - some college (includes AA degree)n/a
Parent education - college graduaten/a
Parent education - graduate school/post graduaten/a
Parent education - declined to staten/a
Scale: % proficient or advanced

About the tests


In 2012-2013 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.

Source: California Department of Education

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school
Hispanic 96%
White 2%
Black 1%
American Indian/Alaska Native 0%
Asian 0%
Source: CA Dept. of Education, 2013-2014

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 93%N/AN/A
English language learners 34%N/AN/A
Source: CA Dept. of Education, 2013-2014

Teacher experience

  This school District averageState average
First-year teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012
The Los Angeles Unified School District (LAUSD) School Experience Survey asks parents, students and employees about their school's learning environment. Results provide insight into school climate, such as whether the school is academically rigorous, engaging, safe, and collaborative. Learn more

We organized questions from the LAUSD School Experience Survey into five categories. The respondent group-level results (parents, students, and school employees) show the percent of each respondent group that agree or strongly agree that the school has positive results for that category.

Overall school results for each category are calculated by averaging across group-level results, ensuring that each respondent group is equally represented. Alongside the results for each school are the aggregated results across all LAUSD schools, which are provided as a basis for comparisons.

Learn more about the LAUSD survey »Close
Based on 595 responses

This school provides ... 1

High academic expectations for all studentsWhat's this?

This score measures the percent of parents and students that agree to strongly agree that this school sets high academic expectations for its students and expects them to be college-bound. This score is based on the average of the following LAUSD survey Content Areas: School Future Expectations (Parents), School Quality (Parents), Future Plans (Parents), Opportunities For Learning (Students), Future Plans (Students).

Close
 
This school
74%
agree
 
District average
72%
agree
 

Parents

This school

 
68%
 

District average

 
70%
 

Students

This school

 
80%
 

District average

 
74%
 
Healthy, respectful relationshipsWhat's this?

This score measures the percent of students and employees that agree to strongly agree that this school has a positive learning environment and cultivates an atmosphere of respect. This score is based on the average of the following LAUSD survey Content Areas: School Support (Students), Commitment and Collaboration (Employees), Satisfaction (Students), School Support (Students).

Close
 
This school
71%
agree
 
District average
77%
agree
 

Students

This school

 
74%
 

District average

 
74%
 

Employees

This school

 
68%
 

District average

 
81%
 
A safe, clean and orderly environmentWhat's this?

This score measures the percent of parents, students and employees that agree to strongly agree that this school has a well-kept facility and a safe environment conducive to learning. This score is based on the average of the following LAUSD survey Content Areas: School Cleanliness (Employees), School Safety (Employees), Safety (Parents), School Cleanliness (Students), School Safety (Students).

Close
 
This school
67%
agree
 
District average
70%
agree
 

Parents

This school

 
70%
 

District average

 
78%
 

Students

This school

 
57%
 

District average

 
58%
 

Employees

This school

 
74%
 

District average

 
74%
 
Strong family engagementWhat's this?

This score measures the percent of parents and employees that agree to strongly agree that this school engages parents and communicates with families to promote student learning. This score is based on the average of the following LAUSD survey Content Areas: Parent Involvement (Employees), Feeling of Welcome (Parents), School Involvement (Parents), Teacher to Parent Communication (Parents).

Close
 
This school
73%
agree
 
District average
68%
agree
 

Parents

This school

 
68%
 

District average

 
66%
 

Employees

This school

 
79%
 

District average

 
71%
 
Teacher support and opportunities for collaborationWhat's this?

This score measures the percent of employees that agree to strongly agree that this school ensures that teachers work well together, learn from one another, have opportunities for professional development and feel supported by the administration. This score is based on the average of the following LAUSD survey Content Areas: Evaluation (Employees), Opportunities for Involvement (Employees), Professional Development (Employees), Resource Allocation (Employees), Teacher Collaboration and Data Use (Employees).

Close
 
This school
70%
agree
 
District average
66%
agree
 

Employees

This school

 
70%
 

District average

 
66%
 

Based on surveys from:

 RespondentsResponse rate
Parents20627%
Students36676%
Employees2328%

12012-13 Los Angeles Unified School District School Experience Survey

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School basics

School Leader's name
  • Elva Cortez-Covarrubias
Special schedule
  • Year-round
Fax number
  • (323) 773-7568

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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4242 Clara Street
Cudahy, CA 90201
Website: Click here
Phone: (323) 560-4422

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