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Teacher quality
Principal leadership
Parent involvement
My child is just starting 7th grade at Culver City Middle School, and so far so good. She had excellent teachers in 6th grade, and we are looking forward to getting to know her 7th grade teachers. CCMS is now beginning to implement a stronger Spanish immersion program. Students who test in or who come from the two immersion schools (El Marino and La Ballona) can continue their Spanish, taking courses in Social Studies and Language Arts. The principal is excellent. He returns calls and emails, sometimes unheard of even in small schools. I gave the school 4 stars instead of 5 only because I wish that the school had a slightly smaller population. There are about 475 kids per grade (6, 7, and 8). However, that being said, if your middle-schooler gets involved in sports or after-school activities, she or he will thrive, and make all kinds of new friends.
—Submitted by a parent
The kids are well behaved, ZERO policy for fighting, etc. but your child will DEFINITELY need to find a Clique to join,, Especially the girls. Lots of middle school drama amongst these cliques. (but that occurs at ANY middle school, even private schools. The office staffers are RUDE and mean. They hate their jobs. The Principal is the best. VERY kind and the kids love him. Lots of ethnic races in this school, but 80% of the kids know how to act. It is easy to get EXPELLED from the school so kids better act right. The teachers are like any other school, some good, some not so good. I give this school a B!
—Submitted by a parent
hi my name is Chris i would like information on your school and thhe sports at this school.
This is a great school, Culver City is a small community in the middle of giant LA! The teachers are great and really care about their students, counselors are always there to help, answering my emails within minutes. I was worried at first because a lot of kids come from surrounding areas, but now I am glad I made the choice for my son to attend. Keep up the great work!
—Submitted by a parent
I have to say that last year was my first year having my child attend this school & I was pleasantly surprised! I found the environment to be incredibly family like & found a great deal of care exhibited by my daughters teachers. They were willing to assist her & guide her when needed as well as challenge her when she felt that she needed to give up. I was very impressed by the parent involvement & the Culver City community as a whole...it has a small town feel while being in the middle of a huge city (LA)! The two male administrators (the principal & one of the vice principals are very kind & seem to get the job done & have a good balance of supporting their teachers as well as parents. This school & the community is a diamond in the rough!
—Submitted by a parent
this is a really good school the teachers always incourage kids to study i love it it also has great teachers and staff.
—Submitted by a parent
Typical public school, very large, uncaring teachers. Office staff are rude and intolerant. All the teachers desire is for the bell to ring at 2:20. they do not care about th ekids education at all. A large number of kids come from other neighborhoods which creates tension. Kids are rude, disrespecful and form CLIQUES.... COns: Great principal and no fights
—Submitted by a parent
it's a great community school serving a population which is a blend of all ethnic and economic groups.
—Submitted by a parent
A public school with diversity and rated one of the top public schools. But it needs help with all the budget cuts!
—Submitted by a parent
The teachers are high-quality, effective and really care about the kids. They have a great after school program funded by parents and a well-rounded sports program. They also have a college-prep program to educate students on higher education and prepare them for what's needed in the years ahead.
—Submitted by a parent
Its exelent for my children because its so cool & lovable my sun its in the school & my cousins & they go to live to mexico & they dont repit the yera in the school for that i liked so much!
—Submitted by a parent
This is our second year in this school and it not only met our high expectactions but also exceeded them. Even though it is a huge school, kids are kept under tight control, the teachers were all pushing the kids to succeed and the variety of elective classes is amazing. The new principal takes his job very seriously and he has always addressed my concerned right away. The councelors too. Very active group of parents are making some well received changes. We would totally recommend this school.
—Submitted by a parent
This school is terrible i would not recommend any kid to go there unless this is the only option.. wow terrible school
—Submitted by a student
Culver City Middle School has a lot of extracurricular classes. The Drafting Class is very exceptional. I have heard that they are doing college-level work in that class. The teachers make everything about learning fun!
—Submitted by a student
My daughter excels at CCMS. Her GPA is 3.8 and on her way up. The teachers are ok there if your child does well, however, if your child needs extra help, then you are in trouble. I attended this school district beginning in 1968, and it has always been they treat the more advanced students with clout and the slow learners are left behind. The staff there have always been rude and unwilling to help. They just sit behind a desk this includes the principal and assistance principal which are absolutely not contributing enough to education at the CCMS campus.
—Submitted by a parent
I am in 8th grade now and have wanted to find a new school since the middle of sixth grade. Academically, its an average school- you only exceed if your in scholars classes. The staff is unhelpful- the counselors don't help and the office workers are rude. They took out most of the afterschool activities in 2007 and there are no plans to return them. Half the teachers are really into it, but the others don't care and won't explain concepts. Students are horrible to eachother. Even if you have friends, people separate into groups and are not understanding of others. It is not a welcolming atmosphere and there are way to many students.
—Submitted by a student
My son is getting a very good education at this school; it is one of the better public schools in Los Angeles County and there are many families that would love to live in the district. The school counselors are excellent and available to our son and his parents. The counselors go out of their way to motivate the students and try to intervene when a student is having academic or personal problems. I have never heard of any major problems at the school; it certainly is not any kind of 'juvenile hall.' The school takes its 'zero tolerance' policy very seriously. I have always found the office staff to be very friendly and personable. There are many free academic and creative programs available to students both before and after school. It is up to the students as well as parents to take advantage of the opportunities available.
—Submitted by a parent
The only thing good about this school is the principal, he is awesome. But the office staff are distant and hostile. Very demeaning when your child is tardy. My daughters counselor was decent as well. Security guards are egotistical. Sometimes it can seem like juvenile hall.
—Submitted by a parent
I went to this school, and it was ABSOLUTELY AMAZING. I've never been a very motivated student, but at this school, the teachers go above the call of duty to help you! I went from a 2.0 GPA to a 3.5 in a matter of months! In all honesty, SOME of the teachers are too hard on the students, but most of them help you and actually care about each kid in their class. Not to mention, the front office staff, counselors, principle and vice principle are great people and really know what they're doing.
—Submitted by Julia, a student
Im a 6th Grader here at CCMS.CCMS is a clean non trash place.CCMS is fun!When I first was at CCMS I felt very welcomed.CCMS has a lot of programs afterschoool and before School. The food is great! All the teachers are good so far I know that. There are a lot of rewards too.Of Course they have Scholars. Then they have the elective classes. Math etc. CCMS is a very good School.
—Submitted by a student
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 59% in 2012.
453 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 55% in 2012.
459 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.
65 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 62% in 2012.
476 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 52% in 2012.
410 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.
151 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for English Language Arts was 59% in 2012.
509 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.
314 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Geometry was 87% in 2012.
62 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.
528 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 66% in 2012.
513 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 | 69% |
| Females | 70% |
| Males | 68% |
| African American | 60% |
| Asian | 84% |
| Filipino | 64% |
| Hispanic or Latino | 57% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | 55% |
| Non-economically disadvantaged | 80% |
| Students with disability | 33% |
| Students with no reported disability | 72% |
| English learner | 7% |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 47% |
| Parent education - high school graduate | 49% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 86% |
| Parent education - declined to state | 59% |
| All Students | 59% |
| Females | 59% |
| Males | 59% |
| African American | 44% |
| Asian | 86% |
| Filipino | 71% |
| Hispanic or Latino | 47% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 45% |
| Non-economically disadvantaged | 71% |
| Students with disability | 19% |
| Students with no reported disability | 62% |
| English learner | 13% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 97% |
| Parent education - not a high school graduate | 35% |
| Parent education - high school graduate | 48% |
| Parent education - some college (includes AA degree) | 50% |
| Parent education - college graduate | 68% |
| Parent education - graduate school/post graduate | 77% |
| Parent education - declined to state | 55% |
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 | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | 100% |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 67% |
| Females | 73% |
| Males | 63% |
| African American | 73% |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 54% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 80% |
| Economically disadvantaged | 58% |
| Non-economically disadvantaged | 76% |
| Students with disability | 24% |
| Students with no reported disability | 70% |
| English learner | 8% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 35% |
| Parent education - some college (includes AA degree) | 72% |
| Parent education - college graduate | 79% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | 58% |
| All Students | 52% |
| Females | 53% |
| Males | 50% |
| African American | 59% |
| Asian | 53% |
| Filipino | n/a |
| Hispanic or Latino | 39% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 68% |
| Economically disadvantaged | 41% |
| Non-economically disadvantaged | 62% |
| Students with disability | 30% |
| Students with no reported disability | 53% |
| English learner | 8% |
| Fluent-English proficient and English only | 56% |
| Migrant education | n/a |
| Gifted and talented | 95% |
| Parent education - not a high school graduate | 31% |
| Parent education - high school graduate | 30% |
| Parent education - some college (includes AA degree) | 56% |
| Parent education - college graduate | 56% |
| Parent education - graduate school/post graduate | 69% |
| 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 | 95% |
| Females | 99% |
| Males | 89% |
| African American | 96% |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 97% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 98% |
| Non-economically disadvantaged | 93% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 100% |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 85% |
| Males | 73% |
| African American | 73% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 85% |
| Students with disability | 21% |
| Students with no reported disability | 81% |
| English learner | 9% |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 64% |
| Parent education - high school graduate | 70% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 94% |
| Parent education - declined to state | 79% |
| All Students | 57% |
| Females | 56% |
| Males | 60% |
| African American | 51% |
| Asian | 76% |
| Filipino | n/a |
| Hispanic or Latino | 53% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 72% |
| Economically disadvantaged | 57% |
| Non-economically disadvantaged | 60% |
| Students with disability | 16% |
| Students with no reported disability | 63% |
| English learner | 15% |
| Fluent-English proficient and English only | 62% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 63% |
| Parent education - high school graduate | 46% |
| Parent education - some college (includes AA degree) | 62% |
| Parent education - college graduate | 60% |
| Parent education - graduate school/post graduate | 67% |
| Parent education - declined to state | 52% |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with no reported disability | 100% |
| Fluent-English proficient and English only | 100% |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 69% |
| Females | 68% |
| Males | 71% |
| African American | 65% |
| Asian | 89% |
| Filipino | n/a |
| Hispanic or Latino | 59% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 82% |
| Economically disadvantaged | 60% |
| Non-economically disadvantaged | 77% |
| Students with disability | 13% |
| Students with no reported disability | 73% |
| English learner | 10% |
| Fluent-English proficient and English only | 73% |
| Migrant education | n/a |
| Gifted and talented | 99% |
| Parent education - not a high school graduate | 45% |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 66% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 91% |
| Parent education - declined to state | 46% |
| All Students | 75% |
| Females | 76% |
| Males | 74% |
| African American | 64% |
| Asian | 95% |
| Filipino | n/a |
| Hispanic or Latino | 71% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 84% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 79% |
| Students with disability | 29% |
| Students with no reported disability | 77% |
| English learner | 33% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 98% |
| Parent education - not a high school graduate | 53% |
| Parent education - high school graduate | 67% |
| Parent education - some college (includes AA degree) | 75% |
| Parent education - college graduate | 78% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | 64% |
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
Non-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 or Latino | 39% | 49% | ||
| White | 20% | 28% | ||
| African American | 19% | 7% | ||
| Asian | 10% | 8% | ||
| Multiple or No Response | 9% | 3% | ||
| Filipino | 2% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 11% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 41% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 83% | 85% | ||
| All other non-English languages | 2% | 1% | ||
| Arabic | 2% | 1% | ||
| Burmese | 2% | 0% | ||
| Korean | 2% | 1% | ||
| Punjabi | 2% | 1% | ||
| Urdu | 2% | 0% | ||
| Armenian | 1% | 1% | ||
| Bengali | 1% | 0% | ||
| Filipino (Pilipino or Tagalog) | 1% | 1% | ||
| French | 1% | 0% | ||
| Gujarati | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Portuguese | 1% | 0% | ||
| Thai | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 28 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 13 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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4601 Elenda Street
Culver City,
CA 90230
Website: Click here
Phone: (310) 842-4200
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
Please note that it can take up to 48 hours for your comment to be posted to our site. While you're here, we'd like to invite you to fill out a survey on your school's programs, activities, and extracurriculars. It only takes a few minutes and will help parents get a full picture of your school.
Continue to compare the schools you have already selected or Edit schools to change your selection.
Get started now! You have successfully registered and can now start updating your Official School Profile. The information you provide is extremely valuable in helping parents and students learn more about your school, so thanks for taking the time!
Thank you for registering as a school leader. We just need to verify your email address. We've sent you an email - please click on the link in that message to get started editing your school's information!

