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Teacher quality
Principal leadership
Parent involvement
We are very proud to say, El Rincon Elementary is a fabulous school. We have a granddaughter that's in Mrs. Love's 2nd grade class, She is a wonderful all around teacher. Great parent support. Mr. Brunson, great principal he gets the job done ... Sincerely: Proud Grandparents.... :)
—Submitted by a parent
This will be the 5th year we've been at El Rincon, my child is now in 4th grade and loves his teacher. El Rincon has managed to overcome all the obstacles - from inconsistent leadaership to troubling API scores, however with the support of our wonderful and dedicated teachers, our committed Principal and our hard working students El Rincon is now a school to be proud of, I salute our great teachers and thank them for their dedication and commitment to each student. Go Rockets !!!!
—Submitted by a parent
Love El Rincon! There are so many top notch teachers and they deserve the recognition : ) My son is in the 1st grade and his teacher (Mrs. Moniz) is wonderful! The after school program is just as good because the teachers there really look after your kids and stay on top of any homework they may have. I really don't think El Rincon is getting the credit they deserve but thought I can do my part as a parent to let everyone know that my son is excelling and truly loves his teachers and friends. El Rincon is awesome!
—Submitted by a parent
I absolutely love this school especially the after school program that my son attends, Star Education! The director Mayra V. is wonderful with all of the children and has great parent/ teacher communication.
—Submitted by a parent
Despite the inconsistency with Principal leadership at El Rincon, our school has consistent before and after school programs, especially the STAR program. I personally like the hands on leadership of our STAR Program Director. She is dedicated to El Rincon, works well with parents and applies herself well with the needs of the school. She is highly diverse and this quality meets the need of many parents at El Rincon. Our current site director is approachable, kind and tireless in her efforts to promote El Rincon. She is by far the best STAR site director that I have had the pleasure of leaving my child with throughout the course of the day. She deserves top marks in a great school!
—Submitted by a parent
I totally agree with you there,The Star director is awesome! With a whole new year around the corner,A new priniciple and new PTA and new STEM will give EL RINCON a new year to look forward too! I wish for everything we need from new aides ,new teachers,new parents helping ,old parents committing more of their time,Other parents over the summer have come in and made the school grounds look great!! The school has a great garden program the woman who runs it is also Treasurer again,this is awesome people who care!!! I heard she got awards for all her help!! This is what we all should do or try to do and stop complaining about what we dont have or what we need. We need to help each ,work with each other make things happen for our kids. I want you to know my son will start 1 grade here in Sept and I have gotten on the PTA board ,Yes I have a job and Yes I am busy <but I care and I need to help,,,I hope all parents out there will too. A new beginning,with Hope and inspiration .
—Submitted by a parent
This is a great school with a new STEM (Science, Technology, Engineering, Mathematics) program being intiated in the 2011-2012 school year. I love the teachers and support staff we have at El Rincon. I hope like most parents that we can recruit a principal that lives and works in the Culver City School District (and wants to stay at our school for longer than a year or year and a half). My son has been at this school for the past 3 years and we need some consistency in the leadership of our school.
—Submitted by a parent
here is the thing about El Rincon - The Principals keep leaving - the PTA is dwindling and despite that - it is still an amazing school! The teachers are amazing - they are still dedicated, and energetic despite the problems with the Administration and spotty parent involvement. The thing that powers this school are the kids! Many other schools ring their hands and whine about how they would like to have a more diverse student population. El Rincon school is MLK's dream realized. Parents who insist on sending their kids to El Marino to learn a language should consider that fact that at El Rincon you will actual interact and learn from all of the children from these different cultures! The school has an incredible science lab and a new directive as part of The Science, Technology, Engineering, and Mathematics (STEM) Education Coalition. I love this place and wish all the white families in my neighborhood would stop scurrying off to other schools and embrace this incredible school in there own back yard - p.s. I'm white - I love El Rincon!
—Submitted by a parent
I'm trying to figure out why El Rincon gets a 6 out of 10 compared to Farragut which gets a 9. Both seem to have similar API test scores. My experience with El Rincon teachers has been positive although I think the extra curricular activities could use some help. My son often complains that they just sit around for PE. I also think a lot of emphasis is given to kids potentially falling behind but not much is done to keep advanced kids engaged.
—Submitted by a parent
Good family school? Maybe. Good neighborhood school? Sure. Awesome diversity? Absolutely. But... El Rincon has "dummied down" over the last couple of years. And yes, the lack of strong leadership is a main concern. In his convenient over-the-summer exit letter, the last principal wrote of his desire to "work closer to home". I wish he would have considered his commute before signing on and sharing his significant "contribution" to the school in the first place. It looks as if we ll start off the new school year with yet another, interim principal. Our API score is now a whopping 6. Pretty soon, we are going to need a life raft. Can anyone get L.L. back on the line?!
—Submitted by a parent
My daughter attended El Rincon for kindergarten. So, I take a job assignment in Denver and as an advocate of public school education I seek out and enroll my daughter in what is supposed to be the best. What I learn quickly is my barometer for excellence has been set exquisitely high as a result of the jewel of Culver City, El Rincon. There is absolutely no greater enviornment for nurturing children, embracing their differences, focusing on their commonalities and fostering a progressive, fully rounded curriculum determined to level set a foundation for continuous academic excellence. My mother, a retired educator with over 33 years of experience in public school education continues to sing the praises of El RIncon...she doesn't say much of anything about our new school...go figure.
—Submitted by a parent
The front office staff is amazing and dedicated to bettering the lives of the kids that attend the school. The teachers provide a great start for a long term education plan for each of their students. Together, they are trying to protect kids and give them the best education possible!!!!
—Submitted by a parent
The fabulous teachers and principal make it a wonderful place to learn!
—Submitted by a parent
El Rincon is an amazing school who is supported by nurturing, very competent and experienced teachers. In addition, the new principal is amazing and is truly committed to the students, parents and the teachers. He is new to El Rincon and has the right energy to make things happen! My daughter is learning and loves her school in paticular the new Science Lab, Music and P.E. Look at the test scores....learning is happening!
—Submitted by a parent
With the invigorating energy of our new prinipal we are on our way... Our Discovery Science Lab, Growing Great garden and nutrition lessons ( meet federal Health and Wellness Act 2006 ) , STAR after school enrichment program. Our test scores say it all!! Im kicking myself I didn't send my older kids there.....
—Submitted by a parent
this will be the last year for my youngeest in El Rincon. She almost have a perfect score on STAR. She loved her previous teachers and she is excited to have the one she now have. Thank you El Rincon Principal & staffs for providing en enriching education and social skills for the children.
—Submitted by a parent
My daughter is entering her 2nd year at El Rincon and we are estatic. Her 1st year was absolutely wonderful. She had an excellent teacher, many activities to participate in during and after school. I also appreciate the no nonsense policy at El Rincon. The school has structure and dicipline.
—Submitted by a parent
This is what a perfect elementary school should look like. All of the teachers are highly qualified. The unique student body represents what real life looks like. Forget the facade of learning a foreign language, these kids learn how to get along in life. All schools should take note and try to be anything close to what El Rincon is. The world would truly be a wonderful place!
—Submitted by a parent
El Rincon has an amazing principal and leader. She has led a diverse school population to increase achievement as well as increase artistic ability. The chess club has helped my children problem solve in a stress-free environment. The teachers are awesome. Keep it up, El Rincon!
—Submitted by a parent
My eldest began kindergarten in 1998. My youngest child has one year left to go. The two principals have been excellent leaders. I have been impressed over and over with the quality of teaching my children have received. I've volunteered in my kids' classrooms every year and have often been amazed at how well their teachers tackled new concepts as well as old, familiar subjects. All three kids consistently tested in the upper 90s on their STAR & CAT6 tests; one even achieved a perfect score one year. Their teachers prepared them well but never fell into just teaching to the tests. My children have all been challenged academically, socially and artistically (the older ones came back this year to help paint a mural on campus). The band and chorus programs have been fun. Each year more parents join the PTA and Booster Club, but still more are needed. Yea Cougars!
—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 58% in 2012.
95 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
95 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 English Language Arts was 48% in 2012.
80 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
80 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 English Language Arts was 67% in 2012.
79 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
79 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 English Language Arts was 63% in 2012.
86 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
87 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
87 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 | 80% |
| Females | 80% |
| Males | 80% |
| African American | 86% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 75% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | 85% |
| Fluent-English proficient and English only | 79% |
| 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) | 84% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 73% |
| Females | 73% |
| Males | 73% |
| African American | 75% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 69% |
| Non-economically disadvantaged | 76% |
| Students with disability | n/a |
| Students with no reported disability | 75% |
| English learner | 77% |
| Fluent-English proficient and English only | 73% |
| 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) | 77% |
| Parent education - college graduate | 70% |
| Parent education - graduate school/post graduate | 83% |
| 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 | 50% |
| Females | 57% |
| Males | 44% |
| African American | 39% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 48% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 62% |
| Economically disadvantaged | 40% |
| Non-economically disadvantaged | 57% |
| Students with disability | n/a |
| Students with no reported disability | 53% |
| English learner | 25% |
| Fluent-English proficient and English only | 54% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 38% |
| Parent education - some college (includes AA degree) | 61% |
| Parent education - college graduate | 50% |
| Parent education - graduate school/post graduate | 62% |
| Parent education - declined to state | n/a |
| All Students | 77% |
| Females | 70% |
| Males | 81% |
| African American | 68% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 79% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 79% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 82% |
| Students with disability | n/a |
| Students with no reported disability | 78% |
| English learner | 73% |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 54% |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 67% |
| Parent education - graduate school/post graduate | 85% |
| 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 | 79% |
| Females | 90% |
| Males | 66% |
| African American | 84% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 72% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 78% |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 80% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 78% |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 83% |
| Parent education - declined to state | n/a |
| All Students | 78% |
| Females | 80% |
| Males | 77% |
| African American | 81% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 80% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 67% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 81% |
| English learner | n/a |
| Fluent-English proficient and English only | 80% |
| 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) | 78% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | 83% |
| 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
| All Students | 74% |
| Females | 75% |
| Males | 73% |
| African American | 65% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 85% |
| Economically disadvantaged | 64% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 69% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 80% |
| Males | 70% |
| African American | 67% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 76% |
| Economically disadvantaged | 68% |
| Non-economically disadvantaged | 81% |
| Students with disability | n/a |
| Students with no reported disability | 79% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| 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) | 68% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 81% |
| Parent education - declined to state | n/a |
| All Students | 79% |
| Females | 79% |
| Males | 80% |
| African American | 65% |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 75% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 66% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 81% |
| 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) | 75% |
| Parent education - college graduate | 95% |
| Parent education - graduate school/post graduate | 81% |
| 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
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 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
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 | ||
|---|---|---|---|---|
| African American | 35% | 7% | ||
| Hispanic or Latino | 27% | 49% | ||
| Multiple or No Response | 17% | 3% | ||
| White | 14% | 28% | ||
| Asian | 4% | 8% | ||
| Filipino | 3% | 3% | ||
| Pacific Islander | 1% | 1% | ||
| American Indian or Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 15% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 39% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 65% | 85% | ||
| All other non-English languages | 8% | 1% | ||
| Tigrinya | 4% | 0% | ||
| Arabic | 3% | 1% | ||
| Burmese | 3% | 0% | ||
| Filipino (Pilipino or Tagalog) | 3% | 1% | ||
| Korean | 3% | 1% | ||
| Portuguese | 3% | 0% | ||
| Bengali | 1% | 0% | ||
| Cantonese | 1% | 2% | ||
| Cebuano (Visayan) | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Indonesian | 1% | 0% | ||
| Italian | 1% | 0% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Russian | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 21 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 9 | N/A | 11 |
| Average years teaching | 14 | 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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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.
11177 Overland Avenue
Culver City,
CA 90230
Website: Click here
Phone: (310) 842-4340
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