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Teacher quality
Principal leadership
Parent involvement
I really like Farragut Elementary. Our experience with their teachers has been wonderful. They have been kind and patient and fully committed to educating our children and nurturing their maturation into good people. The community has been wonderful as well. I love the more down to earth feeling of the school compared to private schools I have had experience with. Many of the parents are really great with their involvement of time and money. I truly feel very fortunate to be able to send my boys to this school.
—Submitted by a parent
I would say this school is Average. It is excellent for facilities and after school activities. But, those activities are poorly managed and lack oversight. The school does not have a principal for 2012-2013 school year. We are on our second interrim principal, so there is very little accountability within the school. The PTA controls the school.
—Submitted by a parent
I have children in 4th and 2nd grade and couldn't be happier. It really does take a village and my village is Farragut. Sincerely dedicated group of teachers and parents. Our welcome back coffee had parents spilling out of the doors. I say all of this because I believe that we all can make a difference in our children's public school education. We are the proof. I am so glad to have a forum like this to shout it out.
—Submitted by a parent
932 API for 2011! Go Farragut Foxes! Excellent teachers. Strong Principal. Involved parents. Engaged students. Our kids have excelled in every grade level thanks to everyone at Farragut Elementary. Thank you!
—Submitted by a parent
The sense of community and extent of parent involvement is at the highest level I've ever seen. My children used to attend private schools and for the past couple of years, we have been blessed to call Farragut, our elementary school. Our kids have thrived academically and emotionally. They love the school and the memories they are building there.
—Submitted by a parent
Farragut is not our home school but we feel so blessed that we got in last year. We wanted Farragut based on it's reputation. Farragut not only met those but it far exceeded it for us. I love my daughter's Kindegarten teacher and I know we will love any one of the 4 first grade teachers we will get. The parent involvement at Farragut is also quite remarkable -- very dedicated parents! It's a wonderful community and we feel so lucky to be a part of it.
—Submitted by a parent
Cannot see a worst school than this. Horrible teachers. PARENTS DO NOT GO BY THE API. My daughter is in 1st grade and she has an horrible teacher. Principle doesn't do anything. She is very proud of her school. I had to remove my child in midyear because of the bad teachers. Only about 2 pages of homework given.
—Submitted by a parent
Farragut is an excellent school in a great district. The thing that sets Farragut apart from other schools i've seen is the sense of community, tonsof parent involvement in all areas. Most of the teachers enjoy having help and most parents working or not can give some supplies, time or other contributions. The general hardship seen and felt at public schools is not as evident here because we all want to do what we can to save public schools in our neighborhood. Over all my 2nd grader has been very happy at school and I know my son will enjoy his K experience this fall.
—Submitted by a parent
Our children attend Farragut, not because it is our home school, but because it came highly recommended by parents who already have children there. I'm impressed with so many things about this school. The teachers are not only exceptional educators, but they truly care about their students. The principal in her first year of leadership in 2009 took our school from an API score of 858 to 905! She expects, and gets, nothing but the best from her teachers and her students. I love that, as part of their curriculum, my children use a state-of-the-art computer lab and are exposed to many art forms: music, dance & an art studio that explores all mediums from clay to tile murals. Finally, I am thoroughly impresses with the parental involvement at Farragut. They volunteer tirelessly and generously and have inspired me to do the same!
—Submitted by a parent
Strong leadership by a wonderful principal and a great teaching staff. Dedicated group of parent volunteers and lots of caring families. Lots of music, art, sports and other extracurricular activities. Wonderful sports field, playground. Great garden! Amazing computer lab! The kids obviously love it, and they thrive academically and socially. Exceptional to this school is the higher percentage of involvement by fathers. Very pleased with our experience so far. Mother of a first grader and soon-to-be kindergartener.
—Submitted by a parent
My son went to an excellent pre-school in Santa Monica and my wife and I were very concerned when the time came for him to go to kindergarten. We are Culver City residents and had heard that the school district was very good and on the rise. Nevertheless it was very scary going from private school to public. I must say that Farragut Elementary School met all our hopes in that his kindergarten experience was excellent and he continues to progress at the same rate as before. The parents we have met and interacted with show the same dedication and committment that we have toward education. We have been lucky indeed to have moved to Culver City which has shown a real committment to education. Farragut Elementary is an exceptional school and I recommend it without hesitation.
—Submitted by a parent
This is what makes Farragut great: (1) high quality teachers that encourage and create a supportive learning atmosphere; (2) principal and administration that understands that our children's education and growth are not just a job--it's a calling and (3) involved and supportive parents and community that unselfishly give time, money and resources. Moreover, Farragut is diverse (race, ethnicity, background, beliefs, family structure).
—Submitted by a parent
Put simply: we love Farragut. The quality of the faculty and staff is excellent, the environment is friendly, supportive and caring, and the campus is safe, peaceful and clean. Our daughter is getting an excellent education and looks forward to going to school every day.
—Submitted by a parent
We currently have one child at Farragut, our other went through Farragut and is now at CCMS (happy with our choice too!). Farragut has a strong parent community. Each year, dedicated parents raise enough funds to pay for a part time art instructor, purchase top quality art supplies, and fund music programming for all grade levels (K-5). This arts instruction is included in their curriculum. Parents along with the leadership of the principal have brough in a wonderful personalied learning tool called Success Maker into the classroom as well. Each student participates with this excellent resource. Farragut has a great up-to-date computer lab, and a part time computer assistant to assist the teachers in running the lab. The teachers and principal at Farragut are top notch, very dedicated and offer a wonderful learning experiencne for the students. One of our teachers became a Teacher of the Year at both the local and county level last year! All in all, we have been very pleased with our local public school. For those new to sending your child to elementary school, times have changed, and parent involvement is critical to the success of your child's education.
—Submitted by a parent
Going to Farragut is not just like sending your kid to a school. It's like joining a community. There is an amazing amount of parent involvement, with several wonderful parents who volunteer long hours throughout the year to ensure our kids get the best education possible. From our full time artist-in-residence to our computer lab, Farragut is much more than your average public elementary school. Any child would be lucky to attend this school.
—Submitted by a parent
Farragut has everything we looked for in a school - - excellent teachers who are really invested in their classes - a principal who is involved and engaged with what's going on in the school - dedicated parent group who focus on the goal of improving the school for the children - arts instruction, including music & visual arts - cultural diversity We are thankful for our fabulous school!
—Submitted by a parent
Great teachers and a dedicated principal who strives to help students who are struggling and encourages students who have a hunger for learning. Farragut prepares our children for a life of learning.
—Submitted by a parent
This school is probably the worst school I've sent my child to.The teachers barely give any homework.My child finishes his homework in about 10 minutes and the most surprising thing is that they don't tell us when a test will be.The teachers don't let the students take any books home to prepare for the test.They discourage the all the students to prepare for the CST.THE MOST SURPRISING THING IS THAT THE TEACHERS TELL THE STUDENT TO NOT TO PREPARE FOR ANY TEST OR CST.If you talk to the principal about it,she says this is matter don't include me in it.
—Submitted by a parent
I love Farragut Elementary school because it has given my child a good education and the teachers are the best teachers you can ask for.
—Submitted by a parent
The staff is amazing - very attentive...Mrs. Roberts is a phenomenal teacher! My daughter has learned so much and loves school! The children are well rounded and the school is extremely diverse. I love how everyone has the the same goal ... making the world a better place for our children. Keep up the good work, Farragut! We need more schools like this!
—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.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
90 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.
82 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
84 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.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
88 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
88 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 | 84% |
| Females | 89% |
| Males | 80% |
| African American | 77% |
| Asian | 88% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 88% |
| Students with disability | n/a |
| Students with no reported disability | 88% |
| English learner | n/a |
| Fluent-English proficient and English only | 85% |
| 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) | 75% |
| Parent education - college graduate | 77% |
| Parent education - graduate school/post graduate | 93% |
| Parent education - declined to state | n/a |
| All Students | 87% |
| Females | 89% |
| Males | 86% |
| African American | 77% |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 90% |
| English learner | n/a |
| Fluent-English proficient and English only | 88% |
| 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) | 83% |
| Parent education - college graduate | 81% |
| Parent education - graduate school/post graduate | 95% |
| 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 | 78% |
| Females | 79% |
| Males | 78% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 63% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 87% |
| Economically disadvantaged | 42% |
| Non-economically disadvantaged | 91% |
| Students with disability | 42% |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| 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) | 64% |
| Parent education - college graduate | 89% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 94% |
| Females | 89% |
| Males | 98% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 96% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 95% |
| Economically disadvantaged | 86% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 94% |
| 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) | 82% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 96% |
| 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 | 92% |
| Females | 90% |
| Males | 93% |
| African American | n/a |
| Asian | 86% |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 90% |
| Economically disadvantaged | 93% |
| Non-economically disadvantaged | 90% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 92% |
| 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) | 90% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 89% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 88% |
| Males | 93% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 85% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | 81% |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 92% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 82% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 89% |
| 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 | 82% |
| Females | 89% |
| Males | 73% |
| African American | 82% |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 89% |
| Economically disadvantaged | 62% |
| Non-economically disadvantaged | 92% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| 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) | 79% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 96% |
| Males | 83% |
| African American | 100% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 87% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | 79% |
| Non-economically disadvantaged | 95% |
| Students with disability | n/a |
| Students with no reported disability | 95% |
| English learner | n/a |
| Fluent-English proficient and English only | 91% |
| 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) | 89% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 89% |
| Females | 91% |
| Males | 85% |
| African American | 91% |
| Asian | 92% |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | 72% |
| Non-economically disadvantaged | 97% |
| Students with disability | n/a |
| Students with no reported disability | 91% |
| English learner | n/a |
| Fluent-English proficient and English only | 90% |
| 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) | 84% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 100% |
| 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
Asian
Hispanic or Latino
White (not Hispanic)
All students
Economically disadvantaged
Non-economically disadvantaged
Students with disability
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 31% | 28% | ||
| Hispanic or Latino | 28% | 49% | ||
| Multiple or No Response | 19% | 3% | ||
| Asian | 12% | 8% | ||
| African American | 10% | 7% | ||
| Filipino | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 26% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 76% | 85% | ||
| All other non-English languages | 4% | 1% | ||
| Urdu | 4% | 0% | ||
| French | 3% | 0% | ||
| Thai | 3% | 0% | ||
| Arabic | 1% | 1% | ||
| Hebrew | 1% | 0% | ||
| Hindi | 1% | 0% | ||
| Hungarian | 1% | 0% | ||
| Japanese | 1% | 0% | ||
| Korean | 1% | 1% | ||
| Mandarin (Putonghua) | 1% | 1% | ||
| Vietnamese | 1% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 22 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 12 | 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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10820 Farragut Drive
Culver City,
CA 90230
Website: Click here
Phone: (310) 842-4323
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